Critical Studies in Education最新文献_第10页

Women’s networking in Spanish academia: a ‘catch-all’ strategy or strategic sisterhood? 西班牙学术界的女性网络:“包罗万象”战略还是战略姐妹关系?

IF 3.9 2区教育学

Critical Studies in Education Pub Date : 2021-04-25 DOI: 10.1080/17508487.2021.1911820

Susana Vázquez-Cupeiro

{"title":"Women’s networking in Spanish academia: a ‘catch-all’ strategy or strategic sisterhood?","authors":"Susana Vázquez-Cupeiro","doi":"10.1080/17508487.2021.1911820","DOIUrl":"https://doi.org/10.1080/17508487.2021.1911820","url":null,"abstract":"ABSTRACT The relevance of networking in academia and the gendered dynamics involved are well established in the literature. The persistence of the old-boy network pushes academic women to rationalize whether or not to ‘play the game’ and under what terms. Inspired by Feminist Institutionalism, this article explores the schemas of interpretation which academic women rely on to find meaning and to guide day-to-day relational dynamics. Drawing on 40 in-depth interviews with women from different age-groups and disciplines, three distinct approaches to networking are revealed in Spanish academia: rejection, collaboration and strategic sisterhood. Rejection refers to the detachment from all network dynamics, collaboration to the ‘catch-all’ (though not exclusively) cross-gender network connections, and strategic sisterhood to an in-built women-only support system. The inbreeding university logic, crucial to understanding Spanish idiosyncrasies, emerges as a transversal dimension to further our understanding of how the institutional context influences women´s strategic choices. The operationalization of academic merits and perceptions about the old-boys dynamics and female solidarity mark different ways of experiencing networking, while gender inequalities (partly) unify women’s discourses. Controversies are raised about collaborative strategies, and particularly women-only networks, in helping women evolve as agents of change in academia.","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":"63 1","pages":"485 - 500"},"PeriodicalIF":3.9,"publicationDate":"2021-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17508487.2021.1911820","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47189244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Filling gaps: assessment software and the production of mathematics and its teaching and learning in primary schools 填补空白:评价软件与小学数学生产及其教与学

IF 3.9 2区教育学

Critical Studies in Education Pub Date : 2021-04-20 DOI: 10.1080/17508487.2021.1917435

Julie Alderton, Nick Pratt

{"title":"Filling gaps: assessment software and the production of mathematics and its teaching and learning in primary schools","authors":"Julie Alderton, Nick Pratt","doi":"10.1080/17508487.2021.1917435","DOIUrl":"https://doi.org/10.1080/17508487.2021.1917435","url":null,"abstract":"ABSTRACT Recent policy reforms to the national assessment system in England have altered the way in which teachers undertake assessment. Through an analysis of data from a small-scale interview study with eleven primary teachers in the south and east of England, we examine the ways in which teachers work with assessment software to monitor and track attainment. By employing a theoretical lens focusing on power and implementing an analytics of government, we illuminate the visualising effects of whole-class digital assessment grids. A prominent feature across the data set is the use of the language of ‘gaps’ in relation to the teaching and assessment of mathematics. We argue that digital assessment tools act as technologies of power and of the self which shape teachers’ practices, their identities, how they position children as learners, but also shape the nature of the subject of mathematics itself. It is important to better understand assessment software in education and the discourses in which it operates in order to recognise what is at stake for teaching, learning and curriculum.","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":"63 1","pages":"501 - 515"},"PeriodicalIF":3.9,"publicationDate":"2021-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17508487.2021.1917435","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43823910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

The compliant wife, the good mother and other normalizing constructions of womanhood: a critical discourse analysis of idealized female identities within Turkish educational policy 顺从的妻子、好母亲与女性身份的其他规范建构——土耳其教育政策中理想化女性身份的批判性话语分析

IF 3.9 2区教育学

Critical Studies in Education Pub Date : 2021-03-22 DOI: 10.1080/17508487.2021.1899950

Pınar Mercan Küçükakın, Cennet Engin-Demir

{"title":"The compliant wife, the good mother and other normalizing constructions of womanhood: a critical discourse analysis of idealized female identities within Turkish educational policy","authors":"Pınar Mercan Küçükakın, Cennet Engin-Demir","doi":"10.1080/17508487.2021.1899950","DOIUrl":"https://doi.org/10.1080/17508487.2021.1899950","url":null,"abstract":"ABSTRACT The present study analyzes discursive practices that work to construct particular female identities and re/construct gender inequalities in Turkish educational system. Critical Discourse Analysis (CDA) was utilized to analyze 124 publicly available educational policy documents directly related to gender in education. Additionally, CDA was applied to a total of 252 Turkish newspaper clippings published over the last decade in 14 different national newspapers. Analysis of the data was used to critically examine perceptions of teachers regarding gender issues in education. A total of 13 semi-structured interviews with teachers working at public schools in Ankara province were conducted for this purpose. The analysis describes the effects of discourse produced by and through the framing of policies and educational practices that shape Turkish social identities. Specific discursive effects examined include the construction and normalization of a female identity that is inferior, submissive, and conservative.","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":"63 1","pages":"451 - 467"},"PeriodicalIF":3.9,"publicationDate":"2021-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17508487.2021.1899950","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48100893","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Race and the Evidence of Experience: Accounting for Race in Historical Thinking Pedagogy 种族与经验的证据:历史思维教育学中的种族核算

IF 3.9 2区教育学

Critical Studies in Education Pub Date : 2021-03-18 DOI: 10.1080/17508487.2021.1899951

Tadashi Dozono

引用次数: 4

The business of policy: a review of the corporate sector’s emerging strategies in the promotion of education reform 政策事务：审查企业部门在促进教育改革方面的新兴战略

IF 3.9 2区教育学

Critical Studies in Education Pub Date : 2021-03-15 DOI: 10.1080/17508487.2019.1573749

C. Fontdevila, Antoni Verger, M. Avelar

{"title":"The business of policy: a review of the corporate sector’s emerging strategies in the promotion of education reform","authors":"C. Fontdevila, Antoni Verger, M. Avelar","doi":"10.1080/17508487.2019.1573749","DOIUrl":"https://doi.org/10.1080/17508487.2019.1573749","url":null,"abstract":"ABSTRACT This paper examines the increasingly diverse range of roles played by the corporate sector in shaping education policy. While a growing body of scholarship has documented the deepening embeddedness of the corporate sector within policy-making processes, empirical research on the strategies mobilized by corporate actors remains unsystematised and fragmentary. Furthermore, existing categorizations of corporate policy-influence strategies are frequently restricted to a limited group of Anglo-Saxon countries and, consequently, are ill suited to capturing emerging policy dynamics globally. Building on the results of a literature review, this paper categorises four emerging strategies articulated by the corporate sector: knowledge mobilization, networking, engaging with grassroots, and leading by example. Each strategy is illustrated with examples from a selection of country case studies. These examples suggest that, in the education policy domain, the corporate sector operates not only as a policy influencer, but increasingly as a policy actor organically embedded within policy-making processes and spaces.","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":"62 1","pages":"131 - 146"},"PeriodicalIF":3.9,"publicationDate":"2021-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17508487.2019.1573749","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46892324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 25

The affective dimension of everyday resistance: implications for critical pedagogy in engaging with neoliberalism’s educational impact 日常抵抗的情感维度：批判教育学对新自由主义教育影响的启示

IF 3.9 2区教育学

Critical Studies in Education Pub Date : 2021-03-15 DOI: 10.1080/17508487.2019.1617180

Michalinos Zembylas

引用次数: 31

Multiple temporalities in critical policy sociology in education 教育批判政策社会学的多重暂时性

IF 3.9 2区教育学

Critical Studies in Education Pub Date : 2021-03-09 DOI: 10.1080/17508487.2021.1895856

B. Lingard

引用次数: 21

The politics of critical policy sociology: mobilities, moorings and elite networks 批判政策社会学的政治:流动性、系泊和精英网络

IF 3.9 2区教育学

Critical Studies in Education Pub Date : 2021-02-14 DOI: 10.1080/17508487.2021.1878467

Glenn C. Savage, J. Gerrard, T. Gale, Tebeje Molla

{"title":"The politics of critical policy sociology: mobilities, moorings and elite networks","authors":"Glenn C. Savage, J. Gerrard, T. Gale, Tebeje Molla","doi":"10.1080/17508487.2021.1878467","DOIUrl":"https://doi.org/10.1080/17508487.2021.1878467","url":null,"abstract":"ABSTRACT This article reflects on what doing critical policy sociology means in shifting theoretical, empirical and methodological contexts of education. We focus our analytical lens on two primary considerations. First, we reflect on the politics of criticality, examining differing claims and debates about what it means to do critical research and be a critical researcher of education policy, paying particular attention to how critical policy sociologists position their work in relation to elite power and policy networks. Second, we build on these foundations to consider the trend towards researching mobilities within critical policy sociology, arguing that contemporary ‘follow the policy’ research risks orienting researchers to the problems and agendas already established by elite policy agents and organisations, while obscuring the not-so-mobile forces that continue to define education policy and practice. We also raise questions about the elite networks and privileged levels of resourcing typically required to conduct this kind of research. In conclusion, we invite further discussion on the politics of knowledge production and challenges for policy sociologists seeking to be critical in shifting contexts.","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":"62 1","pages":"306 - 321"},"PeriodicalIF":3.9,"publicationDate":"2021-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17508487.2021.1878467","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49037194","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 15

Affective governmentality through gratitude: governmental rationality, education, and everyday life 感恩的情感治理:政府理性、教育与日常生活

IF 3.9 2区教育学

Critical Studies in Education Pub Date : 2021-01-31 DOI: 10.1080/17508487.2021.1881914

Avihu Shoshana

{"title":"Affective governmentality through gratitude: governmental rationality, education, and everyday life","authors":"Avihu Shoshana","doi":"10.1080/17508487.2021.1881914","DOIUrl":"https://doi.org/10.1080/17508487.2021.1881914","url":null,"abstract":"ABSTRACT One of the most thought-provoking contemporary developments in the study of governmentality is the concept of affective governmentality, alluding to how emotions play an important role in the regulation of individuals and populations. This article proposes to examine affective governmentality through the governmental construction and the phenomenological maintenance of gratitude among graduates of a state-run boarding school in Israel that serves disadvantaged students. For the current study, governmental and organizational documents were analyzed along with interviews with the school’s administrators and graduates through several decades. My critical readings indicate that this boarding school has constructed its organizational identity through a relationship of gift and rescue. In-depth interviews with the boarding school’s graduates reveal how they translated this governmental construction into accounts of gratitude. The article discusses the logic of gratitude as a ‘role-taking emotion’ which reinforces a specific emotional reflexivity and asymmetry in the relations between the State and its disadvantaged citizens.","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":"63 1","pages":"436 - 450"},"PeriodicalIF":3.9,"publicationDate":"2021-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17508487.2021.1881914","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60017113","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Racialized retellings: (Un)ma(r)king space and place on college campuses 种族化的复述:在大学校园里占据了绝对的空间和位置

IF 3.9 2区教育学

Critical Studies in Education Pub Date : 2021-01-22 DOI: 10.1080/17508487.2021.1877756

Maureen A. Flint

{"title":"Racialized retellings: (Un)ma(r)king space and place on college campuses","authors":"Maureen A. Flint","doi":"10.1080/17508487.2021.1877756","DOIUrl":"https://doi.org/10.1080/17508487.2021.1877756","url":null,"abstract":"ABSTRACT In higher education, the place of the college campus, as a site of experiences, histories, symbols, and encounters, has important implications for student outcomes. However, the place of campus is often treated as a static or neutral site – a black box within which student outcomes such as belongingness occur. This article argues that excavating the encounters and memories around campus monuments can serve as an entry point for unfolding how systems of colonization and white supremacy persist in higher education, offering a critical re-imagining of the concept of belongingness. Guided by McKittrick and Massey’s feminist decolonial spatial theories and Barad’s conceptualization of memory and re-membering, the article excavates two campus monuments: a boulder commemorating confederate soldiers and a clocktower honoring the legacy of the first Black students at the University. These monuments are memory objects, memorializing particular moments in time on campus, and thus becoming part of the current reproductions of place. Through tracing the memories of campus monuments into the entanglements of the present climate of higher education, this article offers implications and considerations for institutions grappling with their history and responsibility to the past.","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":"62 1","pages":"559 - 574"},"PeriodicalIF":3.9,"publicationDate":"2021-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17508487.2021.1877756","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44447790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5