Journal of Education Policy最新文献_第8页

Diversity ideologies in Flemish education: explaining variation in teachers’ implementation of multiculturalism, assimilation and colourblindness 佛兰德教育中的多元意识形态:解释教师实施多元文化主义、同化和色盲的差异

IF 2.5 2区教育学

Journal of Education Policy Pub Date : 2023-01-15 DOI: 10.1080/02680939.2023.2167236

Marloes Hagenaars, Charlotte Maene, P. Stevens, S. Willems, Wendelien Vantieghem, Fanny D’hondt

{"title":"Diversity ideologies in Flemish education: explaining variation in teachers’ implementation of multiculturalism, assimilation and colourblindness","authors":"Marloes Hagenaars, Charlotte Maene, P. Stevens, S. Willems, Wendelien Vantieghem, Fanny D’hondt","doi":"10.1080/02680939.2023.2167236","DOIUrl":"https://doi.org/10.1080/02680939.2023.2167236","url":null,"abstract":"ABSTRACT As most studies focus on the outcomes of multiculturalism, assimilation and colourblindness (MAC) for students, little is known about why schools vary in the diversity approaches that they adopt and the role of the teacher in this process. This study explores how teachers implement MAC diversity approaches and what drives them in doing so. Based on a cluster analysis of 38 schools, three extreme cases were selected that either valued (multiculturalism), rejected (assimilation) or ignored (colourblindness) ethnic diversity. In these schools observations and in-depth interviews were conducted with 39 teachers, 23 students and 3 headteachers. Our results indicate that teachers varied in their implementation of MAC diversity approaches according to four diversity domains: 1) multilingualism, 2) religious diversity, 3) ethnic discrimination and 4) diversity curriculum. Teachers’ beliefs and attitudes (individual-level) and their preconditions for teaching (micro-level) appeared as the most important motivators for adopting a particular diversity approach.","PeriodicalId":51404,"journal":{"name":"Journal of Education Policy","volume":" ","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44011388","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

Private actors in policy processes. entrepreneurs, edupreneurs and policyneurs 政策过程中的私人行为者。企业家、企业家和政策制定者

IF 2.5 2区教育学

Journal of Education Policy Pub Date : 2023-01-11 DOI: 10.1080/02680939.2023.2166128

Anna Jobér

引用次数: 2

En/countering the doings of standards in early childhood education: drawing on Actor-Network Theory to trace enactments of and resistances to emerging sociomaterial policy assemblages 反对幼儿教育中的标准行为：利用行动者网络理论追踪新兴社会物质政策组合的制定和抵制

IF 2.5 2区教育学

Journal of Education Policy Pub Date : 2023-01-07 DOI: 10.1080/02680939.2022.2161639

Arda Oosterhoff, T. Thompson, Ineke Oenema-Mostert, A. Minnaert

{"title":"En/countering the doings of standards in early childhood education: drawing on Actor-Network Theory to trace enactments of and resistances to emerging sociomaterial policy assemblages","authors":"Arda Oosterhoff, T. Thompson, Ineke Oenema-Mostert, A. Minnaert","doi":"10.1080/02680939.2022.2161639","DOIUrl":"https://doi.org/10.1080/02680939.2022.2161639","url":null,"abstract":"ABSTRACT There has been an increasing move worldwide in education policy towards standardization in combination with a global trust in digital quantification and calculation. These policies cause frictions in early childhood education (ECE). Hence, this paper examines the way standards ‘work’ in ECE. The empirical study draws on the ideas of Actor-Network Theory to recount and examine the highly material processes of calculation and representation, in which standards become enacted and act in practice. The data was drawn from extensive interviews with early childhood teachers in the Netherlands as well as additional ‘object interviews’. The analysis describes how a particular standard becomes enacted as an assemblage, which both invites and compels teachers and managers to engage in particular educational practices. Foregrounding standards and highlighting the way professionals work with, through or around them, enables educational professionals to (re)consider the doings of standards and creates a space to imagine how practices – and policies that shape these practices – might be assembled differently. We advance the argument that it is important for professionals to critically analyse their professional practices in light of increasing datafication. Enhancing sociomaterial sensibilities of teachers might support them to offset persuasive powers of sociomaterial policy assemblages.","PeriodicalId":51404,"journal":{"name":"Journal of Education Policy","volume":" ","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46595052","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

Theorizing ‘affective infrastructure’ in education policy: articulating new political imaginaries for a more equitable future 将教育政策中的“情感基础设施”理论化:为更公平的未来阐明新的政治想象

IF 2.5 2区教育学

Journal of Education Policy Pub Date : 2022-12-29 DOI: 10.1080/02680939.2022.2157048

Michalinos Zembylas

引用次数: 1

Policy networks and venture philanthropy: a network ethnography of ‘Teach for Australia’ 政策网络与风险慈善：“为澳大利亚教书”的网络民族志

IF 2.5 2区教育学

Journal of Education Policy Pub Date : 2022-12-24 DOI: 10.1080/02680939.2022.2158373

Emma E. Rowe

引用次数: 1

Constructing the higher education student: perspectives from across Europe 构建高等教育学生:来自欧洲各地的视角

IF 2.5 2区教育学

Journal of Education Policy Pub Date : 2022-12-20 DOI: 10.1080/02680939.2022.2157555

H. Morris

引用次数: 2

Beyond School. The challenge of co-producing and commoning a different episteme for education 超越学校。共同产生和共享不同教育认识论的挑战

IF 2.5 2区教育学

Journal of Education Policy Pub Date : 2022-12-15 DOI: 10.1080/02680939.2022.2157890

Jordi Collet-Sabé, S. Ball

{"title":"Beyond School. The challenge of co-producing and commoning a different episteme for education","authors":"Jordi Collet-Sabé, S. Ball","doi":"10.1080/02680939.2022.2157890","DOIUrl":"https://doi.org/10.1080/02680939.2022.2157890","url":null,"abstract":"This paper develops previous work in which we deployed a form of Foucauldian critique to clear a space in which it might be possible to think education differently. Here, in that space, we are hoping to 'get lost' in some unexplored spaces of possibility. We sketch some starting points, some 'lines of flight' for such thinking. To do this, we identify a concatenation of three crises and discuss briefly their inter-relationship. But the paper focuses primarily on education. The first of these crises, COVID, offers a moment, a space, in which we might think of ourselves, others, and the world differently. The second, climate, brings to bear a pressing urgency for change in the way that we think of our relation to the world in practical, political and epistemological ways. The third, education in relation to crises, is an opening within which some thinking might be undertaken about what it means to be educated, and in which the relation between education, community and sustainability, in a variety of senses, might be pursued. In the final sections, using concepts from Foucault, Olssen, Lewis and others, we seek to find inspiration from and an accommodation between Foucault's self-formation and commoning - a practice of collaborating and sharing to meet every day needs and achieve the well-being of individuals, communities, and environments - as a new way to think education beyond modern episteme.","PeriodicalId":51404,"journal":{"name":"Journal of Education Policy","volume":" ","pages":""},"PeriodicalIF":2.5,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47842053","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: 7

Made in Sweden? Configured digitalized school leadership practice 瑞典制造？配置数字化学校领导实践

IF 2.5 2区教育学

Journal of Education Policy Pub Date : 2022-12-14 DOI: 10.1080/02680939.2022.2156620

Josef Siljebo

引用次数: 0

Fashioning groups that inhabit society’s fringes: the work of Australian VET research into disadvantage 塑造居住在社会边缘的群体:澳大利亚教育职业教育学院对弱势群体的研究

IF 2.5 2区教育学

Journal of Education Policy Pub Date : 2022-12-09 DOI: 10.1080/02680939.2022.2156621

Don Zoellner

引用次数: 1

A sinister side of student voice: surveillance, suspicion, and stigma 学生声音的险恶一面：监视、怀疑和污名

IF 2.5 2区教育学

Journal of Education Policy Pub Date : 2022-11-29 DOI: 10.1080/02680939.2022.2149859

C. Skerritt

引用次数: 1