Critical Studies in Education最新文献

{"title":"Non-Indigenous Initial Teacher Education students navigating the cultural interface","authors":"Carly Steele, Graeme Gower, Sophie Benson","doi":"10.1080/17508487.2023.2298200","DOIUrl":"https://doi.org/10.1080/17508487.2023.2298200","url":null,"abstract":"Despite strong policy impetus to embed Aboriginal and Torres Strait Islander content across all levels of education in Australia, it is frequently reported that these aims are not being met. Settle...","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":"44 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2023-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139053354","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}

{"title":"Supplementary schools as sites of access to community cultural wealth and funds of knowledge in Flanders, Belgium","authors":"Julia Steenwegen, Noel Clycq","doi":"10.1080/17508487.2023.2292541","DOIUrl":"https://doi.org/10.1080/17508487.2023.2292541","url":null,"abstract":"This paper investigates the role of supplementary schools as grassroots educational initiatives whose reach extend beyond individual educational trajectories for minoritized youth. We examine how t...","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":"32 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138825678","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}

{"title":"Bridging theory and practice through Work-Integrated Learning (WIL): critical perspectives on the conceptualisations of WIL at a university in Sweden","authors":"Ludvig Sunnemark, Fredrik Sunnemark, Karl Dahlquist, Emil Gahnström, Per Assmo, Laurence Piper","doi":"10.1080/17508487.2023.2294462","DOIUrl":"https://doi.org/10.1080/17508487.2023.2294462","url":null,"abstract":"In this article we interrogate how University of Sweden (UoS), the leading Work-integrated learning (WIL) university in Sweden, represents WIL publicly, discussing this in relation to higher educat...","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":"26 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2023-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138744313","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}

{"title":"The need for speed: identification of ‘the deviant’ as the ultimate goal for high returns in early childhood education and care","authors":"Linda Palla","doi":"10.1080/17508487.2023.2292540","DOIUrl":"https://doi.org/10.1080/17508487.2023.2292540","url":null,"abstract":"This study aims to develop knowledge about how ‘the Deviant’ is produced through identificatory mapping materials that operate in Swedish preschools. This is achieved by identifying and critically ...","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":"1 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2023-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138566762","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}

{"title":"Heterotopia and the ‘image of Africa’: school tours and philanthropy in a Zimbabwean school","authors":"Kathleen Smithers","doi":"10.1080/17508487.2023.2286230","DOIUrl":"https://doi.org/10.1080/17508487.2023.2286230","url":null,"abstract":"Schools in southern Africa use tourism partnerships as a source for establishing philanthropic funding and philanthropic networks. In these partnerships, there is often an exchange of funds for use...","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":"75 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2023-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138690383","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}

{"title":"Counter-Critical Pedagogy: A Manifesto","authors":"Kevin Skelton","doi":"10.1080/17508487.2023.2266522","DOIUrl":"https://doi.org/10.1080/17508487.2023.2266522","url":null,"abstract":"This article investigates how critical pedagogy might broaden its purview and cultivate a more symbiotic relationship between formal education and life-long learning through a ‘counter-critical ped...","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":"91 12","pages":""},"PeriodicalIF":3.9,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138506449","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}

{"title":"“Education is a white woman’s world”: theorizing race, gender, and geography in a liberatory Black pedagogical space","authors":"Esther O. Ohito","doi":"10.1080/17508487.2023.2275768","DOIUrl":"https://doi.org/10.1080/17508487.2023.2275768","url":null,"abstract":"In this Black feminist critical inquiry, I theorize the politics of race, gender, and geography in the context of a liberatory Black pedagogical space located in the United States. Using curated in...","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":"147 ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138506448","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}

{"title":"Pathways to progress? – collective conscientisation and progressive school reform in Aboriginal education","authors":"Rose Amazan, Julian Wood, Kevin Lowe, Greg Vass","doi":"10.1080/17508487.2023.2275771","DOIUrl":"https://doi.org/10.1080/17508487.2023.2275771","url":null,"abstract":"Setting in train various forms of curriculum and pedagogic change in schools whilst seeking to improve both teaching strategies and Aboriginal educational outcomes in Australia is a complex business. This involves a sustained effort to equip the next generation of educators with the skills and knowledges to identify, diagnose, and devise remedies for the ‘problems’ that are sometimes ascribed to Aboriginal learners. The work of Paolo Freire is a point of reference here. However, the halo around Freire and his work may occlude thinking about how to evoke his concepts, (specifically conscientisation) in the contemporary Australian context. We discuss the strengths and weaknesses of Freire’s work in this light. We also discuss the Culturally Nourishing Schooling (CNS) project, a whole school reform model where teachers are encouraged to shift their reflective gaze onto themselves and on the settings in which they work. We argue that for ‘success’ in education to no longer be defined by deficit thinking, firstly, conscientisation must be a collective process. To change teachers and their practice and schooling requires a different conception of both change and of conscientisation.","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":"26 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135584483","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}

{"title":"Acknowledgment to reviewers","authors":"","doi":"10.1080/17508487.2023.2274144","DOIUrl":"https://doi.org/10.1080/17508487.2023.2274144","url":null,"abstract":"","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135667225","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}

{"title":"Subscribing school: digital platforms, affective attachments, and cruel optimism in a Danish public primary school","authors":"Lucas Cone","doi":"10.1080/17508487.2023.2269425","DOIUrl":"https://doi.org/10.1080/17508487.2023.2269425","url":null,"abstract":"ABSTRACTThis article explores the affective and situated aspects of enacting public schooling within a burgeoning economy of digital platforms. Drawing on a series of conversations with two teachers and two school leaders at a Danish primary school, the article examines how the increasing involvement of educational platforms in schools reshapes who and what matters in the everyday life of the school. The article highlights different ways in which platforms entangle with educational practices and relations beyond their functional promises to save time, promote efficiency, solve administrative issues, and other related tasks. As generative forces based on relocating educational phenomena within a proprietary digital architecture, the analysis illustrates how the involvement of platforms becomes co-constitutive of new forms of affective attachments and loyalty that challenge historical configurations of pluralism in public schools. Drawing on these constitutive effects, the article introduces Lauren Berlant’s notion of cruel optimism to discuss the implications of sustaining public schooling within a largely unregulated economy of platform subscriptions. The article’s discussions call for closer political and scholarly attention to the educational consequences of enacting school within the economic conditions of current platform capitalism.KEYWORDS: Educational platformsaffectscruel optimismpublic educationpedagogical practicesschool ethnography Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. Recent years have seen a growing body of scholarship on educational platforms aiming to ‘disentangle the operations and relational agency of digital technologies’ (Decuypere et al., Citation2021, p. 3). Employing a topological approach, Hartong, for example, explores how two school performance platforms used in the US enact ‘the fabrication and stabilization of particular relational settings as powerful governmental framings of (good) education’ (Hartong, Citation2021, p. 35). Perrotta and colleagues (2021) raise a similar concern in their study of Google Classroom. Noting how the work of teachers becomes synchronized with the algorithms and user scripts of platforms, they highlight ‘how participation is configured through governance strategies and infrastructures that partially structure activities and subjectivities according to digitally encoded logics’ (Perrotta et al., Citation2021, p. 99). This paper contributes to the interest in platformed configurations of education by foregrounding the affective and organizational aspects of imbricating everyday school life in digital architectures.2. Generally, the involvement of digital platforms is highest in upper primary grades (7th, 8th, and 9th grade). Here, recent numbers suggest that digital technologies are used for almost all lessons in school (Danish Ministry of Education, Citation2021).3. According to the Danish Teacher’s Union, the number of full-time teachers ","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":"13 10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136114086","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}