Critical Studies in Education最新文献_第9页

On the possibility of a public regime in higher education: rethinking normative principles and policy frameworks 论高等教育公共制度的可能性：对规范性原则和政策框架的反思

IF 3.9 2区教育学

Critical Studies in Education Pub Date : 2022-02-25 DOI: 10.1080/17508487.2022.2032234

Francisco Durán Del Fierro

引用次数: 0

Post-secular affective labours of teaching: contemplative practices and the ‘belaboured self’ 后世俗情感的教学劳动：沉思实践与“迟来的自我”

IF 3.9 2区教育学

Critical Studies in Education Pub Date : 2022-02-24 DOI: 10.1080/17508487.2022.2043404

Christopher T. McCaw, J. Gerrard

{"title":"Post-secular affective labours of teaching: contemplative practices and the ‘belaboured self’","authors":"Christopher T. McCaw, J. Gerrard","doi":"10.1080/17508487.2022.2043404","DOIUrl":"https://doi.org/10.1080/17508487.2022.2043404","url":null,"abstract":"ABSTRACT This paper examines the complex interweaving of the ‘personal’ and ‘professional’ in the affective labour of teachers. In line with theorisations of affective labour, contemporary school-teaching involves practices of self-work and self-making, as much as practices of curriculum and pedagogy. One emergent form of self-work, reflective of post-secular socio-cultural movements in education, is the use of contemplative practices (mindfulness, meditation, etc.) by teachers. Although mainly positioned within educational scholarship as techniques of stress-reduction, here we analyse contemplative practices as forms of affective labour. Drawing from a qualitative, empirical study, we explore how contemplative practices are embraced by teachers as ways to improve and transform the self – both in relation to the professional responsibilities of teaching, and in relation to broader projects of living. The case studies presented demonstrate the deep political ambivalences of contemplative practices, as they are expressed in teachers’ work. Contemplative practices do become incorporated into obligations towards self-improvement and increased productivity (what McGee labels ‘the belaboured self’). However, they may also instantiate relational forms of ethical responsibility that move against the grain of instrumentalising, competitive, and individualistic education policy discourses and institutional life-worlds.","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2022-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49170358","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

Teacher activists’ praxis in the movement against privatization and school closures in Oakland 教师活动家在奥克兰反对私有化和学校关闭运动中的实践

IF 3.9 2区教育学

Critical Studies in Education Pub Date : 2022-02-22 DOI: 10.1080/17508487.2022.2039737

F. Ramos

{"title":"Teacher activists’ praxis in the movement against privatization and school closures in Oakland","authors":"F. Ramos","doi":"10.1080/17508487.2022.2039737","DOIUrl":"https://doi.org/10.1080/17508487.2022.2039737","url":null,"abstract":"ABSTRACT In 2019, Oakland teachers joined the wave of teacher strikes across U.S. cities sparked by teacher activism against neoliberal reforms that cut funding to public schools, increased privatization, and led to school closures. As in other cities, a group of progressive rank-and-file teachers working toward transformative change moved their union toward social movement unionism, and in the process, garnered the support of communities of color that had been alienated from organized teachers. Drawing on in-depth interviews with teacher activists involved in the 2019 Oakland teacher strike, I demonstrate how strategic decisions to focus on gaining power within the union and to center the leadership of progressive teachers of color, especially women of color, helped to build public support for both the strike and the broader movement against privatization, yet also led them to focus on an inside strategy that may undermine their more transformative goals. I argue that as activist teachers gain power within their unions, activist groups that function independently from the union provide a critical outside space where teachers can develop an intersectional and transformative praxis that helps them better strategize against the racial politics of advocacy in the neoliberal context.","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2022-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46274442","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

The timescape of school tasks: towards algorhythmic patterns of on-screen tasks 学校任务的时间跨度：屏幕任务的算法节奏模式

IF 3.9 2区教育学

Critical Studies in Education Pub Date : 2022-01-10 DOI: 10.1080/17508487.2021.2009532

Samira Alirezabeigi, J. Masschelein, Mathias Decuypere

{"title":"The timescape of school tasks: towards algorhythmic patterns of on-screen tasks","authors":"Samira Alirezabeigi, J. Masschelein, Mathias Decuypere","doi":"10.1080/17508487.2021.2009532","DOIUrl":"https://doi.org/10.1080/17508487.2021.2009532","url":null,"abstract":"ABSTRACT Screens are becoming omnipresent surfaces inside classrooms, namely through the implementation of personal screens at schools. This implementation reconfigures spatiotemporal organization of lesson activities by introducing specific screen mediated tasks that are majorly conducted individually on screens. By adopting the notion of timescape as an analytical lens to investigate the temporal landscape of screen mediated tasks, we turn our attention to students’ screen as the site in which different activities take place. By conducting an online guided tour with students in different subject matters, combined with an ethnographic observation, we firstly investigate how specific type of activities take shape on the screen during the task time and produce an internal temporality of screen. Secondly, through the analysis of the chronological time, we describe different temporal zones of synchronicity, focalization and dispersal. Finally, we argue that rhythms of screen mediated tasks are better captured through the term ‘algorhythm’ and conclude how algorhythmic patterns of task time enhance the prioritization of task completion instead of task duration which is a significant characteristic of the produced taskified time.","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2022-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41258481","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

Can we keep up with the aspirations of Indigenous education? 我们能跟上土著教育的愿望吗?

IF 3.9 2区教育学

Critical Studies in Education Pub Date : 2022-01-01 DOI: 10.1080/17508487.2022.2031617

G. Vass, Melitta Hogarth

引用次数: 3

Acknowledgment to reviewers 感谢审稿人

IF 3.9 2区教育学

Critical Studies in Education Pub Date : 2021-11-23 DOI: 10.1080/17508487.2021.2005284

引用次数: 0

Building anti-racist education through spaces of border thinking 通过边界思维空间建立反种族主义教育

IF 3.9 2区教育学

Critical Studies in Education Pub Date : 2021-11-15 DOI: 10.1080/17508487.2021.2000000

J. Windle, Érica Fonseca Afonso

引用次数: 1

Recovery as resistance: bell hooks, engaged pedagogy, and Buddhist thought 作为抵抗的复原:钟钩、参与式教学法和佛教思想

IF 3.9 2区教育学

Critical Studies in Education Pub Date : 2021-11-10 DOI: 10.1080/17508487.2021.1990976

R. Low

引用次数: 2

Contemporary dynamics of student experience and belonging in higher education 高等教育中学生体验与归属感的当代动态

IF 3.9 2区教育学

Critical Studies in Education Pub Date : 2021-10-20 DOI: 10.1080/17508487.2021.1983852

R. Raaper

引用次数: 7

Normalizing race in (gifted) education: genomics and spaces of White exceptionalism (天才)教育中的种族正常化:基因组学和白人例外主义的空间

IF 3.9 2区教育学

Critical Studies in Education Pub Date : 2021-10-07 DOI: 10.1080/17508487.2021.1978517

D. Martschenko

{"title":"Normalizing race in (gifted) education: genomics and spaces of White exceptionalism","authors":"D. Martschenko","doi":"10.1080/17508487.2021.1978517","DOIUrl":"https://doi.org/10.1080/17508487.2021.1978517","url":null,"abstract":"ABSTRACT This paper utilizes the concept of ‘discriminate biopower’ to explore how advancements in social and behavioral genomics might inform the racially exclusionary nature of one of the most inequitable and academically coveted environments in American public education: gifted education. In its birth, gifted education became a mechanism for regulating the politics of race and equity in the American education system. Underpinning gifted education’s contested history is the conflation of Whiteness with exceptionalism and the proliferation of false genetic ideologies about biological differences between races. Genetics and education are re-intersecting today as social and behavioral genomics examine whether, how, and why genetic differences between individuals relate to differences in characteristics such as educational attainment or intelligence. This paper identifies three mechanisms through which social and behavioral genomics might be recruited for biopolitical governance strategies that maintain or exacerbate the racially exclusionary nature of gifted education: distractionism, determinism, and sociopolitical invisibility. Although these mechanisms are not predestined, researchers will need to employ proactive and socially responsible collaboration and communication to prevent genomics from normalizing racial exclusion in education.","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2021-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47158122","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