Policy Futures in Education最新文献_第7页

Educators as public intellectuals and the challenge of fascism 教育工作者作为公共知识分子与法西斯主义的挑战

IF 1.5

Policy Futures in Education Pub Date : 2024-01-16 DOI: 10.1177/14782103241226844

Henry A Giroux

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Towards ecological everything – The ecological university, ecological subjectivity and the ecological curriculum 走向生态万物--生态大学、生态主体性和生态课程

IF 1.5

Policy Futures in Education Pub Date : 2024-01-11 DOI: 10.1177/14782103241227005

Robert J Stratford

{"title":"Towards ecological everything – The ecological university, ecological subjectivity and the ecological curriculum","authors":"Robert J Stratford","doi":"10.1177/14782103241227005","DOIUrl":"https://doi.org/10.1177/14782103241227005","url":null,"abstract":"There are no perfect solutions to the complex mess the planet is in right now, but there might be some better directions for the contemporary ‘university in ruins’ (Readings, 1996). In a world of struggling liberal democracies, climate change, biodiversity loss and global pandemics, this paper builds on the philosophical work informing the Ecological University (Barnett, 2018; Stratford, 2019) to shore up the theoretical groundwork for an ecological approach to higher education. While such a concept is fanciful (or utopian) in many respects, the possibilities for an ‘ecological’ turn in higher education policy and practice – beyond liberal and neoliberal approaches to higher education – point towards university policy and practice requiring a clearer understanding of ecological subjectivity as a basis for an ecological curriculum in higher education. This paper explores how ecological subjectivity could be developed via the concept of Anthropocene Intelligence. It explores how Anthropocene Intelligence can be used as a way of challenging the mainstream, liberal context of the higher education curriculum. Several ways in which this might occur are pointed to with potential changes to economics teaching being detailed as an example of the transformation that might be possible in an ecological higher education curriculum.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139626153","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}

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Crisis inciting carnivalesque: Early childhood teachers’ political dialogue strategies 危机煽动狂欢：幼儿教师的政治对话策略

IF 1.5

Policy Futures in Education Pub Date : 2024-01-10 DOI: 10.1177/14782103241226518

Fiona Westbrook

{"title":"Crisis inciting carnivalesque: Early childhood teachers’ political dialogue strategies","authors":"Fiona Westbrook","doi":"10.1177/14782103241226518","DOIUrl":"https://doi.org/10.1177/14782103241226518","url":null,"abstract":"Early childhood education (ECE) teachers have expressed being silenced, indicating their responses to everyday issues of political concern may be hidden. This voicelessness underscores the importance of examining strategies and spaces that incite ECE teachers to vocalise their political dialogues. The pandemic, as a crisis event, within Victoria, Australia, during 2020 offers an unrivalled viewing of such entreaties. Posing unique and unusual dangers and opportunities, the early days of the pandemic serve as an entry point to viewing the strategies and spaces utilised by teachers during marked political crisis. Considering these pandemic dangers, this study undertakes a uniquely complex and opportunistic investigation into the political thoughts, ideas, and voices of ECE teachers within these coordinates, which may be of use for other community members beyond these dimensions. Comprising a larger doctoral study, teachers’ posts within a closed ECE Facebook group were analysed against Bakhtinian crisis chronotopes and carnivalesque responses. Insights infer the pandemic crisis incited teachers’ political dialogues to problematise their historical and ongoing issues. Doing so fostered a supportive peer network, opening up and renewing narratives from within the sector. Provocations to arise include the potential of crisis, the ability of laughter to empower teachers to speak up and have voice, as well as creating spaces for political dialogue and activism within the sector.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139439637","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}

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“If senior high school education is free and equitably distributed, shouldn’t we ask the children about it?” "如果高中教育是免费且公平分配的，我们难道不应该问问孩子们吗？"

IF 1.5

Policy Futures in Education Pub Date : 2024-01-09 DOI: 10.1177/14782103241226533

Aboabea Gertrude Akuffo

{"title":"“If senior high school education is free and equitably distributed, shouldn’t we ask the children about it?”","authors":"Aboabea Gertrude Akuffo","doi":"10.1177/14782103241226533","DOIUrl":"https://doi.org/10.1177/14782103241226533","url":null,"abstract":"Ghana is one of the few countries with prior cost-sharing funding approaches to upper secondary education to have rolled out a completely free upper secondary education policy. Whilst the empirical foundation of the emerging body of studies on the policy includes policy makers, implementers and a reliance on policy documents, the perspectives of children who are the key beneficiaries of the policy has remained rarely explored. In this paper, I present children’s experiences of access to upper secondary education and how that informs their perspective of the free SHS policy. Using Interpretive Phenomenological Approach as both a method for data collection and analysis, the study argues that children have contrasting views about the ability of the policy to enable equitable access to upper secondary education. Whilst children from wealthy families believe the policy enables equitable access, those from poor homes believe the policy is poor for poor people. Until the policy acknowledges the diversity among children and account for variations in tandem with the context specificity of each student, upper secondary education will remain an elusive goal to several children from poor social backgrounds despite the free and equitable aspiration of the policy.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139444146","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}

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The clash of cultures: Individualization and standardization in education 文化的冲突：教育中的个性化与标准化

IF 1.5

Policy Futures in Education Pub Date : 2024-01-09 DOI: 10.1177/14782103241226526

O. Skarpenes, Kari-Mette Walmann Hidle

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Internationalisation and digital transformation in HEIs: The impact of education 4.0 on teaching, learning and assessment 高校的国际化和数字化转型：教育 4.0 对教学、学习和评估的影响

IF 1.5

Policy Futures in Education Pub Date : 2024-01-08 DOI: 10.1177/14782103241226531

Ellie Koseda, Ivan K. Cohen, Bryan McIntosh, Jasmine Cooper

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Sub-Saharan women in engineering higher education: A literature-informed research tool 高等工科教育中的撒哈拉以南非洲女性：以文献为依据的研究工具

IF 1.5

Policy Futures in Education Pub Date : 2024-01-06 DOI: 10.1177/14782103241226527

Meseret F. Hailu, Ivet Parra Gaete

{"title":"Sub-Saharan women in engineering higher education: A literature-informed research tool","authors":"Meseret F. Hailu, Ivet Parra Gaete","doi":"10.1177/14782103241226527","DOIUrl":"https://doi.org/10.1177/14782103241226527","url":null,"abstract":"We present a review of higher education and education policy literature to understand better higher education institutions (HEIs) that serve sub-Saharan women in engineering. Our sub-Saharan women in engineering (SSAWE) literature-informed conceptual tool consists of five components to facilitate scholarly discussion about equity in higher education systems and facilitate interregional comparisons. The five components to study the educational experiences of women in engineering in this region include (1) a sociopolitical and historical national context for higher education policy, (2) critical discourse analysis of gender-based affirmative action policies, (3) enrollment and graduation data for female engineering students, (4) a longitudinal assessment of the employability of the engineering major, and (5) a qualitative campus climate survey of each country's flagship university. Our article introduces a conceptual investigation of the social, historical, and employment trends contextualizing engineering higher education in this region of Africa. We draw from existing literature about conceptual models predominantly used in higher education efforts toward undergraduate student success. When describing each SSAWE component, we include empirical and theoretical work that substantiates the need for each component and the benefits of the proposed methodology. More broadly speaking, this paper discusses how research employing the SSAWE framework could benefit key stakeholders who engage in policymaking. We suggest that sub-Saharan African universities should prioritize a regional comparative approach when designing support programs for underrepresented students in engineering. SSAWE will also generate more South–South comparisons that advance culturally situated analyses, contributing to higher education institutions’ advancementand the minoritized populations they serve.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139380868","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}

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“‘We believe in education, not indoctrination’: Governor Ron DeSantis, critical race theory, and anti-intellectualism in Florida” "'我们相信教育，而不是灌输'：佛罗里达州州长罗恩-德桑蒂斯、种族批判理论和反智主义"

IF 1.5

Policy Futures in Education Pub Date : 2024-01-05 DOI: 10.1177/14782103241226532

Gary G DeSantis

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Structural change and the governance of Indigenous schooling in Australia: What’s the problem represented to be? 澳大利亚土著学校教育的结构变化与管理：问题出在哪里？

IF 1.5

Policy Futures in Education Pub Date : 2024-01-04 DOI: 10.1177/14782103241226522

Liwen Zhang

{"title":"Structural change and the governance of Indigenous schooling in Australia: What’s the problem represented to be?","authors":"Liwen Zhang","doi":"10.1177/14782103241226522","DOIUrl":"https://doi.org/10.1177/14782103241226522","url":null,"abstract":"The Australian National Indigenous Reform Agreement (Closing the Gap) aims to address inequalities in various aspects of Aboriginal and Torres Strait Islander peoples’ lives. Scholars have repeatedly critiqued its failure to tackle structural inequalities. The agreement was revised in 2020. The current study adopts Carol Bacchi’s ‘What’s the Problem Represented to be?’ approach to critically analyse the recently revised National Agreement on Closing the Gap. This study shows that the main problematisation still concerns the unequal life outcomes between First Peoples and non-Indigenous Australians, but the major difference from the previous agreement is that such problematisation recognises the strong influence of structural inequalities. Findings indicate that Indigenous schooling is governed by the Agreement through discourses of structural change and the inherent comparative framework. This can condition the restructured relationship between First Peoples and the settler state, which makes it difficult to move beyond a comparative framework and a reductive understanding of self-determination. This study argues that the reconstructed relationships open opportunities to challenge settler colonialism in schooling and education policies. However, they should not be utilised to displace sovereignties and genuine self-determination.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139387493","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}

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Who controls the curriculum? Notes on disciplinary communities from Ivor Goodson 谁控制课程？Ivor Goodson 的学科社区笔记

IF 1.5

Policy Futures in Education Pub Date : 2024-01-04 DOI: 10.1177/14782103241226529

M. I. Petrucci-Rosa, Paola Fernanda Guidi OIiveira

{"title":"Who controls the curriculum? Notes on disciplinary communities from Ivor Goodson","authors":"M. I. Petrucci-Rosa, Paola Fernanda Guidi OIiveira","doi":"10.1177/14782103241226529","DOIUrl":"https://doi.org/10.1177/14782103241226529","url":null,"abstract":"The present study investigates the devaluation of specialised teaching knowledge and the prioritisation of general education based on competencies and skills at the secondary level in Brazil. The dissolution of the curricular disciplinary organisation poses a risk to teaching identities, and understanding how teachers constitute epistemic and disciplinary communities is crucial. Public imposed policies that are distant from the reality of schools tend to be rejected by the agents involved in the school process. In Brazil, the National Curriculum Basis, a high school common core, is an example of a legal document that does not engage in dialogue with the cultural diversity in Brazil, while discredit the specific formation of teachers. From a historical approach, this research analyses the polysemy of school subjects towards the teacher’s specialised identities. The methodological dispositive comprises narratives from specialist high school teachers in Biology, Physics, and Chemistry. Understanding how professionals organise themselves provides insight into the mechanisms of control and mediation in producing curriculum as socio-historical artifacts from power relationships and disputes. The struggle for control highlights the importance of teachers' agency in confrontation with neoliberal ideals for education and organising in subject or epistemic communities.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139387045","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