Critical Studies in Education最新文献_第6页

‘Success is different in our eyes’: reconciling definitions of educational success among Indigenous families and education systems in Alberta, Canada “我们眼中的成功是不同的”:调和加拿大阿尔伯塔省土著家庭和教育系统对教育成功的定义

IF 3.9 2区教育学

Critical Studies in Education Pub Date : 2023-02-02 DOI: 10.1080/17508487.2023.2173266

E. Milne, T. Wotherspoon

{"title":"‘Success is different in our eyes’: reconciling definitions of educational success among Indigenous families and education systems in Alberta, Canada","authors":"E. Milne, T. Wotherspoon","doi":"10.1080/17508487.2023.2173266","DOIUrl":"https://doi.org/10.1080/17508487.2023.2173266","url":null,"abstract":"ABSTRACT Notions of ‘student success’ feature prominently in emerging educational discourses and policy orientations. Current policy frameworks focusing on equity, performance, and reconciliation claim to offer validation for perspectives of Indigenous peoples and other racialized communities, but they are simultaneously raising the stakes for individual responsibility and performance. This paper explores these developments by examining how Indigenous students and family members understand and experience educational success in relation to the notions of success advanced by school systems. We present a case study conducted in Alberta, Canada, drawing on data from ten focus groups with 77 Indigenous youth and parents of Indigenous children connected to one school division. Highlighting the ways that social and educational policy frameworks related to employability and performance exacerbate contradictions inherent in settler colonial societies, we reveal how school systems, despite claims to the contrary, continue to adopt practices that undermine the capacity for many Indigenous people to achieve their aspirations.","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2023-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43426430","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

The resilience of racism and affective numbness: cultivating an aesthetics of attention in education 种族主义的恢复力与情感麻木:在教育中培养一种关注美学

IF 3.9 2区教育学

Critical Studies in Education Pub Date : 2023-02-01 DOI: 10.1080/17508487.2023.2171452

Michalinos Zembylas

引用次数: 0

Carceral logics and education 医学逻辑和教育

IF 3.9 2区教育学

Critical Studies in Education Pub Date : 2023-01-22 DOI: 10.1080/17508487.2022.2153373

Sophie Rudolph

引用次数: 3

Educators as decolonial intellectuals: revolutionary thought from Gramsci to Fanon 作为非殖民知识分子的教育家:从葛兰西到法农的革命思想

IF 3.9 2区教育学

Critical Studies in Education Pub Date : 2023-01-08 DOI: 10.1080/17508487.2022.2146150

Michael V. Singh, Z. Leonardo

引用次数: 2

Hidden in plain view: Indigenous early career researchers' experiences and perceptions of racism in Australian universities 隐藏在普通视野中:澳大利亚大学中土著早期职业研究者的经历和对种族主义的看法

IF 3.9 2区教育学

Critical Studies in Education Pub Date : 2022-12-28 DOI: 10.1080/17508487.2022.2159469

Rhonda Povey, M. Trudgett, Susan Page, M. Locke

{"title":"Hidden in plain view: Indigenous early career researchers' experiences and perceptions of racism in Australian universities","authors":"Rhonda Povey, M. Trudgett, Susan Page, M. Locke","doi":"10.1080/17508487.2022.2159469","DOIUrl":"https://doi.org/10.1080/17508487.2022.2159469","url":null,"abstract":"ABSTRACT Despite extensive impact studies over the past two decades documenting the insipid and debilitating health, social, and emotional impacts of racism on Indigenous peoples in Australia, racism remains a key factor impacting negatively on the lives of Indigenous Australians at all levels of education. Racism experienced by Indigenous early career researchers is much-neglected area of research to date: the aim of this paper is to force a conversation about the prevalence of institutional racism in the higher education sector through an examination of the impact of racism on the experiences and career trajectories of Indigenous early career researchers in Australian universities. We challenge the day-to-day perceptions of normalcy where the Whiteness of the institution goes unnoticed and make clear that claiming ignorance does not absolve the individual or the institution of accountability. Although grounded in Australian experiences of institutional racism in higher education, the study has global significance to other relationally-like colonised nations. International literature highlights racism is imbricated across the Pan-Pacific nations; this is laid bared by the recounting of Australian Indigenous experiences and perceptions.","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":"64 1","pages":"355 - 373"},"PeriodicalIF":3.9,"publicationDate":"2022-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48554164","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: 1

The moral positioning of education policy publics: how social media is used to wedge an issue 教育政策公众的道德定位：社交媒体如何被用来楔入一个问题

IF 3.9 2区教育学

Critical Studies in Education Pub Date : 2022-12-08 DOI: 10.1080/17508487.2022.2153372

Naomi Barnes, S. Watson, S. MacRae

引用次数: 1

Acknowledgment to reviewers 感谢审稿人

IF 3.9 2区教育学

Critical Studies in Education Pub Date : 2022-11-16 DOI: 10.1080/17508487.2022.2139927

引用次数: 0

Respect@Uni: A feminist insider perspective on respect-based culture change in higher education Respect@Uni:女性主义内部人士对高等教育中基于尊重的文化变革的看法

IF 3.9 2区教育学

Critical Studies in Education Pub Date : 2022-11-06 DOI: 10.1080/17508487.2022.2143837

R. Barnacle, D. Cuthbert, A. Hall, L. T. Sidelil

{"title":"Respect@Uni: A feminist insider perspective on respect-based culture change in higher education","authors":"R. Barnacle, D. Cuthbert, A. Hall, L. T. Sidelil","doi":"10.1080/17508487.2022.2143837","DOIUrl":"https://doi.org/10.1080/17508487.2022.2143837","url":null,"abstract":"ABSTRACT This article provides feminist insider perspectives on the development and delivery of an innovative respect-based sexual assault and sexual harassment (SASH) prevention initiative in higher education. The initiative is designed specifically to address risk factors in graduate research. It is one of the first of its kind world-wide. Respect and cognate, moderate feminist, concepts are increasingly prevalent as oblique, or stealth, approaches to gender equality in contexts in which doing so openly may be counterproductive. The respect-based initiative examined here addresses the various risk factors that distinguish graduate research from undergraduate education, particularly power imbalances. Adopting a feminist reflective practice methodology, we provide an insider perspective into the multi-layered processes involved in enabling and undertaking institution-wide culture change of this kind. Our critical reflections focus on the stealth approaches adopted during design and delivery, highlighting resistance and receptivity to the initiative and how these were either countered or harnessed. The article provides both practical and theoretical insights into the advantages and limitations of respect-based culture-change. Most notably, it contributes to enhanced understanding of what works in practice, for which there is an urgent need.","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":"64 1","pages":"318 - 336"},"PeriodicalIF":3.9,"publicationDate":"2022-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44697788","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

Good teachers and counter conduct 好老师和反行为

IF 3.9 2区教育学

Critical Studies in Education Pub Date : 2022-11-01 DOI: 10.1080/17508487.2022.2142627

P. Norman

{"title":"Good teachers and counter conduct","authors":"P. Norman","doi":"10.1080/17508487.2022.2142627","DOIUrl":"https://doi.org/10.1080/17508487.2022.2142627","url":null,"abstract":"ABSTRACT Research on policy enactment has explored tensions created by accountability approaches associated with new forms of management under neoliberalism. These approaches generate particular discursive constructs of the ‘good teacher’ – constructs that often negate the rich, unmeasurable, and ethical practices associated with teacher professionalism. This paper draws on data generated as part of an institutional ethnography at an Australian school. Five teachers reflected on their work and the policies and procedures that govern it. They reported a range of practices for coping with the demands of policy enactment; described by one informant using the heuristic of attachment, aversion, and indifference. Significantly, the influence of external contingency – specifically in the form of climate change – represents a complex space in which teachers must navigate using ethical judgment and practical wisdom. This kind of ethical work creates demands that exceed the circumscribed notions of good teaching present in governing policies. Taking up the Foucauldian concept of counter conduct, this paper argues that these ‘unofficial’ practices are an expression of ethical professionalism. Rather than being explicitly ‘activist’, these teachers are simply engaging in ‘good work’ as it might be understood under the external contingencies associated with a changing and challenging world.","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":"64 1","pages":"301 - 317"},"PeriodicalIF":3.9,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44606502","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

Becoming neoliberal policy subjects: Staff members’ discursive practices about school climate in Chile 成为新自由主义政策主题:智利工作人员关于学校气氛的话语实践

IF 3.9 2区教育学

Critical Studies in Education Pub Date : 2022-10-28 DOI: 10.1080/17508487.2022.2139276

A. Webb, Sandra Becerra, Macarena Sepúlveda

引用次数: 0