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Policy Futures in Education最新文献

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Digital twins and the terminology of “personalization” or “personalized learning” in educational policy: A discussion paper 数字双胞胎与教育政策中的“个性化”或“个性化学习”术语：一篇讨论论文
IF 1.5
Policy Futures in Education Pub Date : 2023-05-29 DOI: 10.1177/14782103231176357
J. Arantes
{"title":"Digital twins and the terminology of “personalization” or “personalized learning” in educational policy: A discussion paper","authors":"J. Arantes","doi":"10.1177/14782103231176357","DOIUrl":"https://doi.org/10.1177/14782103231176357","url":null,"abstract":"There has been a policy push in K-12 educational settings towards personalized learning in the last decade. Commercial platforms and learning designers have responded, offering learning tools to support teaching and learning through data-driven insights and recommendations. Trending towards the augmentation or replacing human teachers with non-human technology, this paper argues that personalized learning with human teachers is an entirely different process from personalization with digital twins. Drawing on new materialist thinking, it explores the impacts and implications for discourse concerning teacher quality and disadvantages within educational systems. It clarifies the conflation of the terms “personalized learning” and “personalization” to illuminate the power, positionality, and privilege enabled for some, in conflating terms in Australian educational policy.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49369965","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
Manage and make productive: The New Zealand National Party’s social investment policy 管理和生产:新西兰国家党的社会投资政策
IF 1.5
Policy Futures in Education Pub Date : 2023-05-25 DOI: 10.1177/14782103231178564
M. Stuart
{"title":"Manage and make productive: The New Zealand National Party’s social investment policy","authors":"M. Stuart","doi":"10.1177/14782103231178564","DOIUrl":"https://doi.org/10.1177/14782103231178564","url":null,"abstract":"New Zealand National Party’s 2022–2023 policy of Social Investment, which if adopted, will legitimise the management of young unemployed in the name of correcting and helping them. Zygmunt Bauman’s (1989) concept of ‘rational bureaucratic culture’ is used to examine the aims to bring the ‘abnormal’ citizen into the tax-paying fold. The policy will ‘manage and make productive’ young welfare recipients to avoid them ‘bludging’ and encourage them into ‘productive work’, no matter how menial. Using philanthropic monies alongside funding through Vote : Social Development is a new development which removes the state’s sole financing of its safety-net responsibility. It will see a new interpretation of Principal: Agency policy.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41548051","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
Shifting school environment policies: A Deleuzian problematisation of universal rights in Norwegian education 学校环境政策的转变：挪威教育普遍权利的德勒兹问题
IF 1.5
Policy Futures in Education Pub Date : 2023-05-25 DOI: 10.1177/14782103231177614
J. B. Hall, L. Johansson
{"title":"Shifting school environment policies: A Deleuzian problematisation of universal rights in Norwegian education","authors":"J. B. Hall, L. Johansson","doi":"10.1177/14782103231177614","DOIUrl":"https://doi.org/10.1177/14782103231177614","url":null,"abstract":"The learning environment of students is a fundamental part of school life, both socially and academically. The ambition to create a school serving the best interests of all children is explored by analysing key concepts encompassing students’ right to a healthy school environment, and examining how this discourse has unfolded over five decades in Norway. A conceptual analysis concerning the school environment, inspired by Deleuze and Guattari, is proposed and introduced as ‘regulative vector concepts’. The article examines key changes regarding students’ school environment, shifting from work environment to learning environment. As one consequence of the conceptual shifts, the individual rights of students have been ensured, such as through recent amendments in regulation. These concepts are understood as potential answers to already existing problems that policy and regulation attempt to encompass by producing new concepts, new policy and regulation.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49488720","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
Vocational education in Sweden and youth transitions to working life – Challenges and possibilities in the light of a local follow-up study 瑞典的职业教育和青年向工作生活的过渡——根据当地后续研究提出的挑战和可能性
IF 1.5
Policy Futures in Education Pub Date : 2023-05-25 DOI: 10.1177/14782103231179529
Jonas Olofsson, Alexandru Panican
{"title":"Vocational education in Sweden and youth transitions to working life – Challenges and possibilities in the light of a local follow-up study","authors":"Jonas Olofsson, Alexandru Panican","doi":"10.1177/14782103231179529","DOIUrl":"https://doi.org/10.1177/14782103231179529","url":null,"abstract":"The basis of this article is a follow-up study of a cohort of pupils in the third largest city of Sweden, Malmö. The pupils finished fourth grade at compulsory school in 2008. We have data about every individual in the cohort as well as corresponding information about their parents. The information concern educational choices, educational accomplishments, employment relations, incomes from work and different kinds of social benefits and allowances. We got annual data on these variables from 2008 until the last follow-up year 2019 when most of the individuals were 21 years old. Most of them left upper secondary school in 2017 when they were 19 years old. They were therefore in the beginning of their transition 2019, either aiming for education or work. The results show that vocational education generated favourable conditions for work and incomes provided that the diploma goals ware reached. Individuals with foreign background and with unfavourable socioeconomic origins were overrepresented among those that didn’t reach the diploma goals; this was true for students on VET-programmes as well as higher education preparatory programmes. It should also be mentioned that experiences from a national programme in upper secondary school generally improved conditions for establishment. Those that didn’t reach the goals of compulsory school and weren’t eligible for studying at a national programme met the greatest difficulties in finding jobs and decent income levels.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48802302","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 critical analysis of universal design for learning in the U.S. federal education law 美国联邦教育法中普遍学习设计的批判性分析
IF 1.5
Policy Futures in Education Pub Date : 2023-05-25 DOI: 10.1177/14782103231179530
Ling Zhang, R. Carter, N. J. Hoekstra
{"title":"A critical analysis of universal design for learning in the U.S. federal education law","authors":"Ling Zhang, R. Carter, N. J. Hoekstra","doi":"10.1177/14782103231179530","DOIUrl":"https://doi.org/10.1177/14782103231179530","url":null,"abstract":"Universal Design for Learning (UDL) has been frequently discussed as a framework that guides the design of inclusive learning environments for all students with and without disabilities. This policy brief reports on findings of a content analysis of how UDL was referenced in three major U.S. federal education laws. Results indicate that UDL was not explicitly defined although it was closely tied to alternative assessment and technology in K-12 education laws. References to UDL in the higher education law suggested using UDL to guide inclusive educational practices for post-secondary students and the need to integrate the framework into educator preparation.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43920955","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 great reset and its implications for educational policy 大重置及其对教育政策的影响
IF 1.5
Policy Futures in Education Pub Date : 2023-05-22 DOI: 10.1177/14782103231176373
Theresa Willen
{"title":"The great reset and its implications for educational policy","authors":"Theresa Willen","doi":"10.1177/14782103231176373","DOIUrl":"https://doi.org/10.1177/14782103231176373","url":null,"abstract":"This analysis begins with a general overview of the Great Reset as outlined by Klaus Schwab and other members of the World Economic Forum. It will focus on the themes of redefining the social contract by discussing the philosophies of Hobbes, Locke, and Rousseau; controlling carbon output and its dietary as well as agricultural implications; implementing the Fourth Industrial Revolution and its impact on the very nature of what it means to be human; transitioning to stakeholder capitalism and the concept of multistakeholderism; finally, moving toward greater global governance. These are the five areas that Mr. Schwab and the World Economic Forum have proposed as essential to the success of the Great Reset. This analysis will also address some alarming assertions offered by this proposal.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48867187","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
Colonialities of chrononormativity: Exploring the im/possibilities of un/becoming childhoods 时间规范性的殖民主义：探索童年的可能性
IF 1.5
Policy Futures in Education Pub Date : 2023-05-21 DOI: 10.1177/14782103231177114
Andrew Pasley, Alejandra Jaramillo-Aristizabal
{"title":"Colonialities of chrononormativity: Exploring the im/possibilities of un/becoming childhoods","authors":"Andrew Pasley, Alejandra Jaramillo-Aristizabal","doi":"10.1177/14782103231177114","DOIUrl":"https://doi.org/10.1177/14782103231177114","url":null,"abstract":"This paper diffracts the work of Maria Lugones, Elizabeth Freeman, and Karen Barad to develop the notion of colonialities of chrononormativity. This diffractive reading is motivated by a desire to examine the way childhoods are a colonial inheritance, producing multiplicitous configurations of children that embody various un/just distributions of agency. That is, like the coloniality of gender (Lugones, 2007), the coloniality of chrononormativity re/produces the boundaries of acceptability around how childhood ought to be performed, as part of broader colonialities of power (Quijano, 2000). This work does not suggest that these colonialities are separable, recognising the entanglement of gender, capitalism, labour, disability, race, sexuality, age, and the reproduction of inequalities. Rather than colonialities diluting one another, we demonstrate how it is this very entanglement that produces the narrow parameters of normative childhoods, fosters hegemony, and affects intelligibilities. While mapping the boundaries of colonialities of childhood is productive, insofar as it resists the naturalisation of colonial taxonomies, we are more concerned with how tracing these entanglements allows us to attend to the im/possibilities of doing ‘childhood’ differently, affording different responses to what it means to become child.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46718322","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
Literacy, numeracy, and problem-solving skills of adults with disabilities in STEM fields STEM领域残疾成年人的识字、算术和解决问题的技能
IF 1.5
Policy Futures in Education Pub Date : 2023-05-20 DOI: 10.1177/14782103231177107
J. Kirksey, Kristin Mansell, Teresa Lansford
{"title":"Literacy, numeracy, and problem-solving skills of adults with disabilities in STEM fields","authors":"J. Kirksey, Kristin Mansell, Teresa Lansford","doi":"10.1177/14782103231177107","DOIUrl":"https://doi.org/10.1177/14782103231177107","url":null,"abstract":"To aid in the development of a globally competitive workforce, federal policymakers have expressed the priority of preparing students and adults with disabilities to succeed in science, technology, engineering, and mathematics (STEM) fields. Yet, no research has examined the extent to which information-processing, literacy, numeracy, and problem-solving skills in technologically rich environments may associate with having a STEM degree for various disability populations. This study analyzed the United States nationally representative data from the Programme for the International Assessment of Adult Competencies (PIAAC) to examine associations between adult skills and having a STEM degree for people with and without disabilities. No direct associations were found between adult skills and having a STEM degree for people with learning disabilities or for people without disabilities. These groups’ information processing, literacy, numeracy, and problem-solving skills were not determining factors in STEM degree attainment. However, findings suggest a significant association between problem-solving skills and having a STEM degree for people with visual and/or hearing impairments. Policy implications are discussed.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46750479","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
On learning and unlearning 论学习与遗忘
IF 1.5
Policy Futures in Education Pub Date : 2023-05-20 DOI: 10.1177/14782103231176605
M. Papastephanou, Kalli Drousioti
{"title":"On learning and unlearning","authors":"M. Papastephanou, Kalli Drousioti","doi":"10.1177/14782103231176605","DOIUrl":"https://doi.org/10.1177/14782103231176605","url":null,"abstract":"The concept of learning has obtained great popularity in many fields. In common cause with neo-liberal ideology, learning has led to a learnification process that turns social pathologies into individual deficits. Various ways out of this situation have been sought; chief among them is the recruitment of unlearning as a promising negation of learning and of its politics. Educational-philosophical, sociological, decolonial, as well as organizational and policy discourses valorize unlearning for different and often opposing reasons. However, as this article shows, unlearning has already been co-opted and utilized by learning discourses to advance the neo-liberal conception of learning. A further reaction to this usurpation of unlearning has been a tendency to premodify unlearning as ‘critical’ or ‘deep’. The present article critiques these conceptualizations and operationalizations of unlearning and argues for a more complex outlook on learning and unlearning than that which is currently predominant.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48744373","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
‘Learning from history is something that is important for the future’: Why Australian students think history matters “从历史中学习对未来很重要”：为什么澳大利亚学生认为历史很重要
IF 1.5
Policy Futures in Education Pub Date : 2023-05-19 DOI: 10.1177/14782103231177615
R. Cairns, K. Garrard
{"title":"‘Learning from history is something that is important for the future’: Why Australian students think history matters","authors":"R. Cairns, K. Garrard","doi":"10.1177/14782103231177615","DOIUrl":"https://doi.org/10.1177/14782103231177615","url":null,"abstract":"Research suggests young people generally do not perceive History to be a subject that is relevant to their lives and futures. Across the world, history curriculum policy regularly attracts public debate but, as it is usually dominated by political rhetoric, the students who experience it remain overlooked as policy actors with valuable perspectives. This article foregrounds the voices of Australian secondary school students by drawing on a national online survey that asked students about the relevance of History and the reasons for choosing it as a subject in the post-compulsory years. Concerned about lagging national enrolments in post-compulsory History subjects, we argue that student perspectives provide essential insights into understanding issues related to the status and sustainability of history education. Our thematic analysis demonstrates that students position the present and the future as key touchstones to measure the relevance of History. It explores how these themes relate to prevailing discursive conditions: popular discourse around the purpose of history, young people’s sense of temporality and hope during volatile times, and the futures discourse that frames the Australian curriculum policy context. The research provides impetus for innovating history curriculum policy and education policy more broadly in ways that are responsive to students.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42048335","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
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