健康、卫生和学校学科的形成

IF 1.7 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Discourse-Studies in the Cultural Politics of Education Pub Date : 2022-04-10 DOI:10.1080/01596306.2022.2060939

Ryan Ziols, Abhinav Ghosh

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引用次数: 1

摘要

通过追溯美国学校科目大约200年的形成，本文将一些自明的证据复杂化，要求根据复杂的健康问题调整学校科目，最近被COVID-19放大。为了做到这一点，论文描绘了与学校数学和阅读作为识字相关的三个关键健康混合的反记忆:平衡身心精神物质国家网络，科学化“种族”思想的教学卫生，以及重新配置生物心理社会调整-所有这些都是作为持续时间，强度和距离不同动态和/或种族化规范的问题而追求的。在整个过程中，我们提请注意普遍化和特定种族的正统观念及其拟议的替代方案如何使学校科目成为解决健康问题的不言而喻的战略场所，这些问题在今天引起了未被充分认识的危险。

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Health, hygiene, and the formation of school subjects

ABSTRACT By tracing roughly 200 years of the formation of American school subjects, this paper complicates some of the self-evidence for calls to adapt school subjects according to complex health concerns, more recently amplified by COVID-19. To do so, the paper diagrams a counter-memory of three key amalgams of health related to the makings of school mathematics and reading-as-literacy: balancing mind–body-spirit-matter-nation networks, scientizing a hygiene of instruction for ‘ethnic’ minds, and reconfiguring bio-psycho-social adjustment – all pursued as problems of duration, intensity, and distance from differently dynamic and/or racializing norms. Throughout, we draw attention to how both universalizing and ethno-specific orthodoxies and their proposed alternatives have produced school subjects as self-evident strategic sites for addressing health concerns that invite underappreciated dangers today.

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来源期刊

Discourse-Studies in the Cultural Politics of Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.60

自引率

5.90%

发文量

期刊介绍： Discourse is an international, fully peer-reviewed journal publishing contemporary research and theorising in the cultural politics of education. The journal publishes academic articles from throughout the world which contribute to contemporary debates on the new social, cultural and political configurations that now mark education as a highly contested but important cultural site. Discourse adopts a broadly critical orientation, but is not tied to any particular ideological, disciplinary or methodological position. It encourages interdisciplinary approaches to the analysis of educational theory, policy and practice. It welcomes papers which explore speculative ideas in education, are written in innovative ways, or are presented in experimental ways.