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Interpretive frameworks for narrative inquiry studies of English language teaching in Asia: Displacing the research context? 亚洲英语教学叙事探究研究的解释框架:取代研究语境?
IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-04-27 DOI: 10.1177/17577438221093629
D. Loo, Jariya Sairattanain
Interpretive frameworks may be helpful to understand narratives, yet they also risk displacing unique information of the research context. In this paper, we argue that such is the case in narrative inquiry studies of English language teaching set in the Asian context, perhaps due to the pressure to use familiar interpretive frameworks that are sanctioned by scholars. Through meta-ethnography, we examined recent narrative inquiry studies set in Asia. It was observed that the research findings do not offer any critical insights about the context of the study; instead, they add to the prevalence of broad constructs of English language education, such as the components of identity. For future narrative inquiry research, we recommend researchers to consider utilizing local meanings pertinent to the study context as an analytical lens, as a means to Asianize the field.
解释性框架可能有助于理解叙事,但也有可能取代研究背景中的独特信息。在本文中,我们认为,在亚洲背景下的英语教学叙事探究研究中,情况就是这样,可能是因为使用学者认可的熟悉的解释框架的压力。通过元民族志,我们考察了最近以亚洲为背景的叙事探究研究。据观察,研究结果没有提供任何关于研究背景的批判性见解;相反,它们增加了英语教育的广泛结构的流行,例如身份的组成部分。对于未来的叙事探究研究,我们建议研究人员考虑利用与研究背景相关的地方意义作为分析视角,作为将该领域亚洲化的一种手段。
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引用次数: 1
Transforming through power: Teachers identity in schools 权力转化:学校教师的身份认同
IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-03-20 DOI: 10.1177/17577438221080261
Madhu Narayanan
Schools are unique institutions where structural and cultural dynamics shape the actions of humans. Power is everywhere, and the structures of schools channel power in ways that shape the identities of teachers. Yet, teachers find ways to challenge existing dynamics and in their confrontations with power can create new ways of being. This study uses a grounded theory approach to analyze interviews and observations of seven New York City public school teachers. Emerging from their words and re-tellings is a picture of teaching as an act of self-creation within the rigid dynamics of schools. As teachers sought their own answers, they showcased a transformative growth, a “becoming,” to build new identities through their work with students and the community.
学校是结构和文化动态塑造人类行为的独特机构。权力无处不在,学校的结构以塑造教师身份的方式引导权力。然而,教师找到挑战现有动态的方法,并在与权力的对抗中创造新的存在方式。本研究采用扎根理论的方法对7位纽约市公立学校教师的访谈和观察进行分析。从他们的话语和复述中,我们可以看到,在学校僵化的动态环境中,教学是一种自我创造的行为。当教师们寻求自己的答案时,他们展示了一种变革性的成长,一种“成为”,通过与学生和社区的合作建立新的身份。
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引用次数: 0
Researching in tabooed phenomena: A discussion of method, theory, and ethics 禁忌现象的研究:方法、理论与伦理的讨论
IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-03-20 DOI: 10.1177/17577438211066559
Gerda Christensen
The aim of this article is to discuss how to research into phenomena that no one wants to talk about: silenced and tabooed phenomena. With the outset in data culled in two research projects concerning student’s conceptualization of small group learning, the article discusses methodology, theory, and ethics in researching into silenced and tabooed phenomena of in educational settings. The article is theoretical inspired by the Israeli sociologist Evitar Zerubavel, the French philosopher Michel Foucault and the Italian philosopher Giorgio Agamben.
本文的目的是讨论如何研究无人愿意谈论的现象:沉默和禁忌现象。本文从两个关于学生小组学习概念化的研究项目中收集的数据入手,讨论了研究教育环境中沉默和禁忌现象的方法论、理论和伦理。这篇文章的理论灵感来自以色列社会学家埃维塔尔·泽鲁巴维尔、法国哲学家米歇尔·福柯和意大利哲学家乔治·阿甘本。
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引用次数: 0
Jamaican teachers’ perspectives on their power and empowerment at their schools 牙买加教师对学校权力和赋权的看法
IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-03-08 DOI: 10.1177/17577438211070554
Canute S Thompson, Ann-Marie Wilmot
This qualitative study explores the perspectives of nine teachers in leadership positions on the issue of power, specifically the amount of power that they possess and how that level of power impacts their work. Data for the study were gathered using a focus group interview. The study found that most of the teachers have a common understanding of power but assess their level of empowerment to be at different levels. All nine teachers hold the view that their level of empowerment impacts their effectiveness in their roles. The findings of the study invite further research on how these teachers’ sense of their sources of power and how they use those powers can impact their effectiveness. The study has implications for organizational leadership, planning, operational management, and performance of the schools studied. Additionally, its insights are potentially transferrable to other schools and organizational settings in which power-sharing and the development of emerging leaders are being explored and implemented.
这项定性研究探讨了九名担任领导职务的教师对权力问题的看法,特别是他们拥有的权力数量,以及这种权力水平如何影响他们的工作。该研究的数据是通过焦点小组访谈收集的。研究发现,大多数教师对权力有着共同的理解,但对他们的赋权水平的评估不同。九位教师都认为,他们的赋权水平会影响他们发挥作用的有效性。这项研究的结果促使人们进一步研究这些教师对自己权力来源的感觉以及他们如何使用这些权力如何影响他们的有效性。这项研究对所研究学校的组织领导力、规划、运营管理和绩效都有影响。此外,它的见解可能会转移到其他学校和组织环境中,在这些学校和组织中,正在探索和实施权力共享和新兴领导者的发展。
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引用次数: 1
Defining and finding an endgame in education on race 定义并找到种族教育的终点
IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-03-01 DOI: 10.1177/17577438211052643
Jerel M. Ezell, Angie Torres-Beltran, S. Hamdi
Long regarded as the “great equalizer” across all social identity categories, including race/ethnicity, class, and gender, the education system plays a pronounced role in the curation and dissemination of knowledge on social stratification. In contemporary times, this role is perhaps no more evident than in academia’s gatekeeping role in discussions of race and racism. Contemporary racial injustice in the U.S. provides raw material for consideration of how the American education system in particular has articulated the forces that give rise to racial injustice and, in turn, how academia shapes--and also places itself inside and outside of--these conversations. Examining the pedagogy of “education on race,” this piece explores whether academia can be expected to meaningfully set a course for addressing systemic and structural racism, or indeed directly address it. Considering Foucault, Freire, and Bonilla-Silva’s interlocking arguments about the persuasive nature of power, we contextualize the emergence of corrosive academic "love languages" on race to explore how educational institutes produce and reproduce systems of oppression through gestures of racial solidarity that stop purposefully short of substantive action. We close with a proposal for using indigenous, empathy-focused interventions to generate impactful dialogue and action towards anti-racism in educational spaces and beyond.
长期以来,教育系统被视为跨越所有社会身份类别(包括种族/民族、阶级和性别)的“伟大均衡器”,在管理和传播有关社会分层的知识方面发挥着显著的作用。在当代,这一角色在学术界对种族和种族主义讨论中的把关作用可能并不比这更明显。当代美国的种族不公正现象为思考美国教育体系(尤其是美国教育体系)是如何明确表达导致种族不公正的力量,以及反过来,学术界是如何塑造——并将自己置于这些对话的内部和外部——提供了原始材料。这篇文章考察了“种族教育”的教学法,探讨了学术界是否可以有意义地为解决系统性和结构性种族主义设置课程,或者实际上直接解决它。考虑到福柯、弗莱雷和博尼拉-席尔瓦关于权力的说服性本质的相互关联的论点,我们将种族问题上具有腐蚀性的学术“爱的语言”的出现置于背景中,以探索教育机构如何通过种族团结的姿态产生和再现压迫系统,而这种姿态有目的地停止了实质性的行动。最后,我们提出了一项建议,即利用土著的、以移情为重点的干预措施,在教育空间及其他领域开展有影响力的反种族主义对话和行动。
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引用次数: 0
“Exploring a task-based English learning and teaching practice: An integrated approach” 探索任务型英语学习与教学实践:一种整合的方法
IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-03-01 DOI: 10.1177/17577438211049131
Chunxian Zheng
This ethnographic study attempts to find, reveal, and understand the quality of life in a College English classroom for non-English majors in China, where a task-based language learning and teaching practice is conducted under the guide of the principles of Exploratory Practice, aiming at exploring the viability of the practice in this specific instructional context. It takes the perspective of a practitioner’s and researcher’s, and that of an anthropologist’s, to conduct qualitatively the study of the task process. By inspiring students to free themselves from the rationality of instrumental curriculum, and encouraging them to exercise their agency and creativity, through the joint four-stage activities of the task, the study witnesses a harmonious classroom life, in which the students, in the direction of their teacher, engage actively in the activities, creating not only language learning opportunities, but also social and cultural ones, and critical thinking chances. The study confirms the positive effect of this context-sensitive instructional practice which prioritizes quality of life in the task-based language learning and teaching classroom.
本民族志研究试图发现、揭示和理解中国非英语专业大学英语课堂的生活质量,在探索性实践原则的指导下进行任务型语言学习与教学实践,旨在探索这种实践在特定教学情境下的可行性。它需要实践者和研究者的视角,以及人类学家的视角,对任务过程进行定性研究。通过任务的四个阶段的联合活动,激发学生从工具性课程的合理性中解放出来,鼓励他们发挥能动性和创造性,使学生在教师的指导下积极参与活动,不仅创造了语言学习的机会,而且创造了社会和文化的机会,创造了批判性思维的机会,创造了和谐的课堂生活。该研究证实了这种情境敏感型教学实践的积极作用,它在任务型语言学习和教学课堂中优先考虑生活质量。
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引用次数: 0
Gender equality and educational leadership in Chinese schools 性别平等与中国学校的教育领导力
IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-02-25 DOI: 10.1177/17577438211058965
Christine Cunningham, Susan Hill, Wei Zhang
In this article, we explore more than 100 Chinese school leaders’ views about gender, equality and the historical and social contexts of Chinese education that they have experienced. China’s success in international student assessment programmes is rising, and Chinese females are continuing a steady trend of outdoing their male counterparts at all levels of schooling. So importance grows for the world to better understand Chinese education and the influential roles leaders, especially women leaders, hold in that sector. Our research is underpinned by a theoretical framework that considers whether gender role-modelling by school leaders affects students’ beliefs about gender roles and norms because they observe adult staff in schools for years. We present data that reveal most of our participants believe they are leading schools in China where gender equality is being role modelled and has been achieved. We discuss and theorise about a form of ‘gender equality with Chinese characteristics’ which seems to value a rigid gender binary with different, gendered expectations for adults. Finally, we consider whether Chinese school leaders may be reinforcing rather than changing gender inequality, even with the best intentions that they do not.
在这篇文章中,我们探讨了100多位中国学校领导对性别、平等以及他们所经历的中国教育的历史和社会背景的看法。中国在国际学生评估项目中的成功率正在上升,中国女性在各级教育中都继续保持着超越男性的稳定趋势。因此,让世界更好地了解中国教育以及领导人,尤其是女性领导人在该领域的影响力,变得越来越重要。我们的研究以一个理论框架为基础,该框架考虑了学校领导的性别角色塑造是否会影响学生对性别角色和规范的信念,因为他们多年来一直在学校观察成年教职员工。我们提供的数据显示,我们的大多数参与者认为他们是中国领先的学校,在那里,性别平等正在被树立榜样,并已经实现。我们讨论并理论化了一种“具有中国特色的性别平等”形式,它似乎重视对成年人有不同性别期望的僵化的性别二元性。最后,我们考虑中国学校领导是否可能在加强而不是改变性别不平等,即使他们没有这样做的初衷是好的。
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引用次数: 1
Decolonizing and re-theorizing radical democratic education: Toward a politics and practice of refusal 激进民主教育的去殖民化和重新理论化:走向拒绝的政治和实践
IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-02-23 DOI: 10.1177/17577438211062349
Michalinos Zembylas
The aim of this article is twofold: first, it seeks to discuss the relationship between democracy and colonization, and to examine the implications of this relationship for democratic education and, second, it turns to decolonial thinking as a resource for critiquing and reconstructing “radical democratic education.” A decolonial critique offers two crucial insights to radical democratic education that draws on Mouffe’s theory of radical democracy: first, it shows how Mouffe’s theory entails the risk of re-inscribing the hegemony of liberal democratic principles because this theory is insufficiently attentive to the harms caused by dispossessions of colonized peoples, especially the loss of their land and, second, a decolonial critique highlights the role of recent ethico-political movements such as “refusal” in resurrecting and rehabilitating the radical promise of democratic education. These insights have practical implications for those who are rethinking radical democratic education in terms of an expanded notion of democracy encompassing subaltern standpoints.
本文的目的是双重的:首先,它试图讨论民主与殖民之间的关系,并研究这种关系对民主教育的影响;其次,它转向非殖民思想,作为批评和重建“激进民主教育”的资源。非殖民化的批判为激进民主教育提供了两个重要的见解,这些见解借鉴了墨菲的激进民主理论:首先,它展示了墨菲的理论如何带来重新铭文自由民主原则霸权的风险,因为这一理论没有充分关注殖民地人民被剥夺财产所造成的危害,特别是失去他们的土地;其次,一个非殖民化的批评强调了最近的伦理政治运动的作用,如“拒绝”在复活和恢复民主教育的激进承诺。这些见解对那些正在重新思考激进民主教育的人具有实际意义,他们认为民主的概念扩大了,包括了下层的立场。
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引用次数: 3
Rejecting instrumental-deterministic CALL: Towards a critical reading of power in online English education 拒绝工具性确定性CALL:走向在线英语教育中的权力批判解读
IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-02-22 DOI: 10.1177/17577438211058964
Michael D. Smith
As online education expands in the wake of recent global events, concerns over the privileging of dominant languages, cultures and epistemologies gain prominence. Despite the explicit biases and assumptions found within hegemonic learning contexts, however, inquiry within the domain of computer-assisted language learning (CALL) typically manifests via decontextualised interpretations. Consequently, this inquiry aims to contribute to the theoretical expansion of digital education by situating CALL within Feenberg’s critical theory of technology (CTT). In doing so, it intends to answer calls for the engagement of CTT to question instrumental and deterministic accounts of digital English language learning (ELL) and expose the subtle influences that impact the transmission of English within the online space. This inquiry finds that digital ELL obfuscates alternative epistemological and linguistic contexts, with the prevalence of English native speakerism presupposing dominion over subaltern cultures. Practitioners should thus moderate the temptation to draw on ‘euphoric’ conceptualisations of CALL, with specific reference to exaggerated visions of egalitarian participation structures and the across-the-board beneficial impact of digital practices on learner engagement. Finally, not all uses of English hold equal power and status, with graduated degrees of access to technological and linguistic capital driving a circular system of socio-economic reproduction.
随着最近全球事件的发生,在线教育的发展,对主流语言、文化和认识论特权的担忧日益突出。然而,尽管在霸权学习环境中发现了明显的偏见和假设,但计算机辅助语言学习(CALL)领域的探究通常通过去文本化的解释来表现。因此,本研究旨在通过将CALL置于Feenberg的技术批判理论(CTT)中,为数字教育的理论扩展做出贡献。通过这样做,它旨在回应CTT对数字英语语言学习(ELL)的工具性和确定性描述提出质疑的呼吁,并揭示影响在线空间内英语传播的微妙影响。本研究发现,数字ELL混淆了替代的认识论和语言学语境,英语母语主义的盛行预设了对下层文化的统治。因此,从业者应该减少利用CALL“愉悦”概念的诱惑,特别是要提到平等参与结构的夸大愿景,以及数字实践对学习者参与的全面有益影响。最后,并非所有英语的使用都具有同等的权力和地位,获得技术和语言资本的毕业学位推动了一个循环的社会经济再生产系统。
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引用次数: 0
Demystifying the academy: Resistance, ethics and abuse of power 揭开学院的神秘面纱:抵抗、道德与权力滥用
IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-02-02 DOI: 10.1177/17577438211068283
Ana Bravo-Moreno (PhD)
The purpose of this article is to examine academia and the abuse of power based on auto-ethnographic research. I draw on my experiences across 12 universities in different locations in Spain, the UK and the USA that expose the way power is embedded in institutions of higher education and how it is maintained. This article analyses the exploration of inequalities which concerns particular social divisions, for example, gender, social class, ethnicity, non-national status and the intersection of these categories in particular sociocultural and historical contexts where I conducted my studies, research and teaching for more than 30 years. Employing auto-ethnography has allowed me to examine multi-layered lived experiences in the three countries intertwined with axes of inequality. Thanks to the dual focus on individual experiences and social contexts, this article shows how different systems of domination have shaped my experiences as a student and as a member of faculty in a transnational context. This heuristic approach has challenged me to generate meaning within a framework of ethics and social justice, recognizing that academia often excludes and marginalizes. Thus, this qualitative research enables marginal voices and the articulation of silenced narratives, hence expanding our knowledge of the relationship between power and academia.
本文的目的是检视基于自我民族志研究的学术界与权力滥用。我利用我在西班牙、英国和美国不同地点的12所大学的经历,揭露了权力嵌入高等教育机构的方式以及它是如何维持的。这篇文章分析了不平等的探索,涉及特定的社会划分,例如,性别,社会阶层,种族,非国家地位和这些类别的交集在特定的社会文化和历史背景下,我进行了我的学习,研究和教学超过30年。运用自动人种学使我能够研究这三个国家的多层次生活经历,这些经历与不平等的轴线交织在一起。由于对个人经历和社会背景的双重关注,这篇文章展示了不同的统治体系如何在跨国背景下塑造了我作为学生和教师的经历。这种启发式的方法挑战了我在道德和社会正义的框架内产生意义,认识到学术界经常排斥和边缘化。因此,这种定性研究使边缘声音和沉默叙事的表达成为可能,从而扩大了我们对权力与学术界关系的认识。
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引用次数: 0
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Power and Education
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