Pub Date : 2020-03-19DOI: 10.14288/CE.V11I9.186491
Yanming Ren, S. Kushner, J. Hope
This is a case study of the impact of rapid industrialization on Chinese school, with the experience of left-behind children at its core. Much of China’s remarkable economic success in recent years owes to its policy of ‘floating labour’, allowing for the largest domestic migration in global history. Workers are allowed to migrate from areas of low- to high-work intensity. Mobility is for individual workers and not families, leading to the creation of a generation of around 60 million ‘left-behind children’. Using case methods allied to sociological theory this article reports the phenomenon and the experience of a left-behind child in a secondary school in central China, placed within the context of the impact of rapid industrialization on school practices.
{"title":"The China's Hidden Curriculum:","authors":"Yanming Ren, S. Kushner, J. Hope","doi":"10.14288/CE.V11I9.186491","DOIUrl":"https://doi.org/10.14288/CE.V11I9.186491","url":null,"abstract":"This is a case study of the impact of rapid industrialization on Chinese school, with the experience of left-behind children at its core. Much of China’s remarkable economic success in recent years owes to its policy of ‘floating labour’, allowing for the largest domestic migration in global history. Workers are allowed to migrate from areas of low- to high-work intensity. Mobility is for individual workers and not families, leading to the creation of a generation of around 60 million ‘left-behind children’. Using case methods allied to sociological theory this article reports the phenomenon and the experience of a left-behind child in a secondary school in central China, placed within the context of the impact of rapid industrialization on school practices.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"28 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2020-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75749105","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-18DOI: 10.14288/CE.V11I8.186489
N. Dolby
In the context of the unrelenting neoliberal reality of schooling, teacher education focuses largely on the formal, structured spaces in which children learn: predominantly the classroom. Yet, critical educators also recognize that children learn in informal spaces at school, including at lunch. This essay examines how school lunch can be used to teach about humans’ relationships with other humans, animals, and the environment through innovative school, community, and university-based programs. In conclusion, this essay suggests that critical teacher educators should understand the pedagogical importance of school lunch in students’ lives, and begin to incorporate it into preservice teacher education programs.
{"title":"Learning at Noon","authors":"N. Dolby","doi":"10.14288/CE.V11I8.186489","DOIUrl":"https://doi.org/10.14288/CE.V11I8.186489","url":null,"abstract":"In the context of the unrelenting neoliberal reality of schooling, teacher education focuses largely on the formal, structured spaces in which children learn: predominantly the classroom. Yet, critical educators also recognize that children learn in informal spaces at school, including at lunch. This essay examines how school lunch can be used to teach about humans’ relationships with other humans, animals, and the environment through innovative school, community, and university-based programs. In conclusion, this essay suggests that critical teacher educators should understand the pedagogical importance of school lunch in students’ lives, and begin to incorporate it into preservice teacher education programs.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"41 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2020-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74714459","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-17DOI: 10.14288/CE.V11I6.186477
Sam Oldham
Despite efforts, education has failed to provide solutions to wicked economic problems. In particular, efforts to mitigate the global crisis in wealth and income inequality through education have been amiss. This paper offers a critical policy analysis of prospects for the teaching of labour unionism in schools as a crucial step towards genuine economic and social justice. Drawing on existing research, policy texts, media sources and public data, it broadly analyses existing paradigms for policy in the relationship between education systems and economic affairs, including aspects of human capital theory, new growth theories, the promises of the global ‘knowledge economy’, and fields of entrepreneurship and enterprise education. Rather than serving to mitigate wicked economic problems, the paper argues that these policy paradigms serve to promote confusion around the relationship between education and economic growth, or to perpetuate inequality. In contrast to the lack of evidence supporting these paradigms, evidence for a positive correlation between labour union membership and greater equality in wealth and incomes is conclusive. The paper surveys a range of existing programs for teaching about labour unionism in schools, advocating for their proliferation. Rather than focused on a single context, transnational patterns and commonalities are addressed.
{"title":"Teaching Labour Unionism in Schools","authors":"Sam Oldham","doi":"10.14288/CE.V11I6.186477","DOIUrl":"https://doi.org/10.14288/CE.V11I6.186477","url":null,"abstract":"Despite efforts, education has failed to provide solutions to wicked economic problems. In particular, efforts to mitigate the global crisis in wealth and income inequality through education have been amiss. This paper offers a critical policy analysis of prospects for the teaching of labour unionism in schools as a crucial step towards genuine economic and social justice. Drawing on existing research, policy texts, media sources and public data, it broadly analyses existing paradigms for policy in the relationship between education systems and economic affairs, including aspects of human capital theory, new growth theories, the promises of the global ‘knowledge economy’, and fields of entrepreneurship and enterprise education. Rather than serving to mitigate wicked economic problems, the paper argues that these policy paradigms serve to promote confusion around the relationship between education and economic growth, or to perpetuate inequality. In contrast to the lack of evidence supporting these paradigms, evidence for a positive correlation between labour union membership and greater equality in wealth and incomes is conclusive. The paper surveys a range of existing programs for teaching about labour unionism in schools, advocating for their proliferation. Rather than focused on a single context, transnational patterns and commonalities are addressed.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"55 9 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2020-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90810287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-02-17DOI: 10.14288/CE.V11I10.186534
M. Naughton
This article considers the growing crisis on a specific form of plagiarism in the UK where students purchase assignments from so called essay mills which they then submit as their own work. It departs from the dominant discourses, however, to highlight the sociological context within which such student plagiarism, termed contract cheating, is occurring. This context revolves around an increasing shortage of graduate jobs and the stress and anxiety caused by the competition for the jobs that are available. It argues that the dominant discourses that simply describe and denounce contract cheating are not only devoid of such a contextual understanding, they work against such an analysis. It concludes that the way to prevent or eradicate such student plagiarism lies not in the criminalisation and punishment of offending businesses or individual miscreates but, rather, in a sociological understanding of why it occurs in the first place, which signals the need for radical reform of the existing social order as it relates to employment and education.
{"title":"Why do university students in the UK buy assignments from essay mills","authors":"M. Naughton","doi":"10.14288/CE.V11I10.186534","DOIUrl":"https://doi.org/10.14288/CE.V11I10.186534","url":null,"abstract":"This article considers the growing crisis on a specific form of plagiarism in the UK where students purchase assignments from so called essay mills which they then submit as their own work. It departs from the dominant discourses, however, to highlight the sociological context within which such student plagiarism, termed contract cheating, is occurring. This context revolves around an increasing shortage of graduate jobs and the stress and anxiety caused by the competition for the jobs that are available. It argues that the dominant discourses that simply describe and denounce contract cheating are not only devoid of such a contextual understanding, they work against such an analysis. It concludes that the way to prevent or eradicate such student plagiarism lies not in the criminalisation and punishment of offending businesses or individual miscreates but, rather, in a sociological understanding of why it occurs in the first place, which signals the need for radical reform of the existing social order as it relates to employment and education.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"61 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2020-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81298807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-07DOI: 10.14288/CE.V11I7.186482
C. Rossatto, Roxanne Rodriguez, G. Rodriguez
This paper presents the pursuit of [un]happiness from a critical standpoint, and it examines how [un]happiness is influenced by social, political, historical, and economic systems. A mix-methods pilot study was conducted to find out how U.S. southwestern borderland community feel about happiness. The research participants included students and persons from the local border region. [Un]happiness is a byproduct of social justice or lack thereof; hence, this theoretical study analyzes the implications of sustainable socioeconomic and unequal structures that produce it. It inquires how the fulfillment of basic existential needs and access to quality education can guarantee critical, authentic, and hopeful opportunities for a happier and healthier life. We question whether social justice opportunities for happiness and how the constitutional pursuit of happiness guarantee its effectiveness and applicability. How should education promote curricular and pedagogical programs that facilitate the foundational means of happiness and how to live healthier lives? The overall findings indicate that countries that distribute resources more equitably have fewer social problems. The paper discusses eastern and western paradigms and recommends educational programs that can influence happiness.
{"title":"The Pursuit of [Un]happiness:","authors":"C. Rossatto, Roxanne Rodriguez, G. Rodriguez","doi":"10.14288/CE.V11I7.186482","DOIUrl":"https://doi.org/10.14288/CE.V11I7.186482","url":null,"abstract":"This paper presents the pursuit of [un]happiness from a critical standpoint, and it examines how [un]happiness is influenced by social, political, historical, and economic systems. A mix-methods pilot study was conducted to find out how U.S. southwestern borderland community feel about happiness. The research participants included students and persons from the local border region. [Un]happiness is a byproduct of social justice or lack thereof; hence, this theoretical study analyzes the implications of sustainable socioeconomic and unequal structures that produce it. It inquires how the fulfillment of basic existential needs and access to quality education can guarantee critical, authentic, and hopeful opportunities for a happier and healthier life. We question whether social justice opportunities for happiness and how the constitutional pursuit of happiness guarantee its effectiveness and applicability. How should education promote curricular and pedagogical programs that facilitate the foundational means of happiness and how to live healthier lives? The overall findings indicate that countries that distribute resources more equitably have fewer social problems. The paper discusses eastern and western paradigms and recommends educational programs that can influence happiness.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"262 2","pages":""},"PeriodicalIF":1.0,"publicationDate":"2020-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72401102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-07DOI: 10.14288/CE.V11I5.186470
K. Granzow, Suzanne Lenon, Emily Kirbyson
In this paper, we discuss an assignment we developed whose goal was to “unsettle” settler consciousness and critically foster a grounded politics of location amongst our postsecondary students. We analyze some of the important and sundry risks of taking learning from the classroom to the land, focusing on some of the assignment’s assumptions, effects, contradictions and complications. Drawing upon Moten & Harney’s urging of a “studying with and for,” Stuart Hall’s “politics without guarantees,” and Leanne Simpson’s “land as pedagogy,”we present our experiment in teaching as an exciting opportunity for learning – one that though rooted in aspirations towards more decolonial presents in our classrooms, is still always also deeply implicated in who gets made as a subject with access to the goods and protections of the colonial present within and outside of the university.
{"title":"Studying With, Without Guarantees:","authors":"K. Granzow, Suzanne Lenon, Emily Kirbyson","doi":"10.14288/CE.V11I5.186470","DOIUrl":"https://doi.org/10.14288/CE.V11I5.186470","url":null,"abstract":"In this paper, we discuss an assignment we developed whose goal was to “unsettle” settler consciousness and critically foster a grounded politics of location amongst our postsecondary students. We analyze some of the important and sundry risks of taking learning from the classroom to the land, focusing on some of the assignment’s assumptions, effects, contradictions and complications. Drawing upon Moten & Harney’s urging of a “studying with and for,” Stuart Hall’s “politics without guarantees,” and Leanne Simpson’s “land as pedagogy,”we present our experiment in teaching as an exciting opportunity for learning – one that though rooted in aspirations towards more decolonial presents in our classrooms, is still always also deeply implicated in who gets made as a subject with access to the goods and protections of the colonial present within and outside of the university.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"14 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2020-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91224714","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-06DOI: 10.14288/CE.V11I4.186561
D. Selwyn
{"title":"Our Children’s Health v. Public Education in 21st Century America","authors":"D. Selwyn","doi":"10.14288/CE.V11I4.186561","DOIUrl":"https://doi.org/10.14288/CE.V11I4.186561","url":null,"abstract":"","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"65 1 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2020-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77769895","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.14288/CE.V11I3.186465
Kate M. Donley
The Cadet’s Creed was written by a Norwich University professor in 1927 and is a key text for the university’s present-day Corps of Cadets. This autoethnographic essay uses the lens of Critical Discourse Studies (CDS) to reflect on a project in a Public Speaking class that explored the historical and contemporary dimensions of the Creed, particularly the author’s little-known connection to the Vermont Eugenics Survey. This text has a multimedia presence and can be found on the campus website, in published documents, on plaques, and also in spoken performance when cadets recite it to affirm their loyalty to Norwich and the Corps. Today, Norwich University has two student populations, military cadets who study alongside “civilian” students. Both groups were challenged yet ultimately affirmed by this difficult project. Student reflections demonstrate that CDS can draw students into a nationwide conversation that attempts to reconcile historic institutional artifacts with contemporary society.
{"title":"The Cadet’s Creed:","authors":"Kate M. Donley","doi":"10.14288/CE.V11I3.186465","DOIUrl":"https://doi.org/10.14288/CE.V11I3.186465","url":null,"abstract":"The Cadet’s Creed was written by a Norwich University professor in 1927 and is a key text for the university’s present-day Corps of Cadets. This autoethnographic essay uses the lens of Critical Discourse Studies (CDS) to reflect on a project in a Public Speaking class that explored the historical and contemporary dimensions of the Creed, particularly the author’s little-known connection to the Vermont Eugenics Survey. This text has a multimedia presence and can be found on the campus website, in published documents, on plaques, and also in spoken performance when cadets recite it to affirm their loyalty to Norwich and the Corps. Today, Norwich University has two student populations, military cadets who study alongside “civilian” students. Both groups were challenged yet ultimately affirmed by this difficult project. Student reflections demonstrate that CDS can draw students into a nationwide conversation that attempts to reconcile historic institutional artifacts with contemporary society.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"61 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74084917","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.14288/CE.V11I2.186462
Peter Wylie
The public and private universities and colleges of the Province of British Columbia (BC), Canada, have been given a green light to admit as many international students as they can by Canada and BC’s international education strategies, becoming important instruments of not just higher education policy but also immigration, trade and labour market policy. This paper examine this issue in the context of the BC’s flagship public university, the University of British Columbia (UBC), and the implications for both UBC and the BC higher education system in general. The paper finds a neoliberal policy disconnect between immigration, trade and labour market policy on the one hand, and domestic higher education policy on the other. With public universities such as UBC aiming to have over 30 percent of their students international by 2022, does attention to attracting international students reduce attention to the skills and training of BC and Canadian students?
{"title":"University of British Columbia’s International Student Initiative: Implications for Provincial Public Higher Education","authors":"Peter Wylie","doi":"10.14288/CE.V11I2.186462","DOIUrl":"https://doi.org/10.14288/CE.V11I2.186462","url":null,"abstract":"The public and private universities and colleges of the Province of British Columbia (BC), Canada, have been given a green light to admit as many international students as they can by Canada and BC’s international education strategies, becoming important instruments of not just higher education policy but also immigration, trade and labour market policy. This paper examine this issue in the context of the BC’s flagship public university, the University of British Columbia (UBC), and the implications for both UBC and the BC higher education system in general. The paper finds a neoliberal policy disconnect between immigration, trade and labour market policy on the one hand, and domestic higher education policy on the other. With public universities such as UBC aiming to have over 30 percent of their students international by 2022, does attention to attracting international students reduce attention to the skills and training of BC and Canadian students?","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"8 1","pages":"1-21"},"PeriodicalIF":1.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73644831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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