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Schooling in the Margins of the State: Exploring the Vicissitudes of Violence 国家边缘地带的学校教育:探索暴力的变迁
Q3 Social Sciences Pub Date : 2022-06-02 DOI: 10.1177/09731849221101109
Chetan Anand, Jyoti Dalal
The present research attempts to examine the nature of violence and the manner in which it is experienced in schooling practices. By investigating the everydayness of schooling practices to capture the manifestation of violence, it aims to understand the experiences of marginality by locating it on the state-school continuum. The research has used an ethnographic approach for carrying out field work in a state-run primary school. The data are interpreted in the context of systemic violence in schooling and its interlinkages with marginality which is explored vis-à-vis the nature of state power. The relationship between the state and its margins is conceptualised through the writings of Veena Das and Giorgio Agamben, subsequently examining state’s role in exacerbating the violence. Experiences of the teachers and children in the everyday practices of the school would be studied to understand the indifference of the state. This indifference is then examined in terms of apathy and othering and finally analysed in their relationship to exclusion and violence. The relationship of exclusion to membership and belonging is studied, and it will be argued that the nature of violence that shapes the schooling practices is a product of the indifferent power of the modern state—violence that emerges from doing nothing when there is an urgent need to do something. It is this apathetic indifference of the state and its relationship to violence and exclusion that would be examined in this article.
本研究试图考察暴力的性质以及在学校实践中的暴力体验方式。通过调查学校教育实践的日常性以捕捉暴力的表现,它旨在通过将其定位在州立学校的连续体上来理解边缘化的经历。这项研究采用了人种学的方法在一所公立小学进行实地调查。这些数据是在学校教育中的系统性暴力及其与边缘性的联系的背景下解释的,而边缘性是根据国家权力的性质来探讨的。Veena Das和Giorgio Agamben的著作将国家与其边缘之间的关系概念化,随后研究了国家在加剧暴力中的作用。教师和孩子们在学校日常实践中的经历将被研究,以理解国家的冷漠。然后从冷漠和他人的角度来审视这种冷漠,并最终分析它们与排斥和暴力的关系。研究了排斥与成员资格和归属感的关系,有人会认为,塑造学校教育实践的暴力本质是现代国家冷漠权力的产物——当迫切需要做某事时,什么都不做就会产生暴力。这篇文章将探讨的正是国家及其与暴力和排斥的关系的冷漠。
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引用次数: 1
Pedagogic Content Knowledge of Science: A Framework for Practice and Construct for Understanding Teacher Preparation 教学内容科学知识:理解教师准备的实践框架与建构
Q3 Social Sciences Pub Date : 2022-03-27 DOI: 10.1177/09731849221083063
Mythili Ramchand
Pedagogic Content Knowledge (PCK) is variously considered a useful framework, construct, model and tool to both understand and help form the knowledge base for teaching. There exists extant literature on the PCK of science. Building on this literature, this study aims to contribute towards an understanding of implementing curriculum reforms in teacher education in India, by means of sharing knowledge and practice of using a PCK of science framework in one context. The article reports a one-time face-to-face engagement for 60 hours with 17 student teachers of a Bachelor of Education (BEd) programme. The first section of the article describes the process of engagement. The second section, ‘Analysis of Student Teachers’ Ideas on Science Content’, presents a brief analysis of changes in student teachers’ understanding of the concepts under study, and in the third section, ‘Reflections of the Teacher Educator’, the author provides her reflections of the process of using PCK as a framework for engagement and understanding of PCK as a construct for teaching about teaching science.
教学内容知识(PCK)被认为是理解和帮助形成教学知识库的有用框架、结构、模型和工具。现存有关于科学PCK的文献。在这些文献的基础上,本研究旨在通过在一个背景下分享使用PCK科学框架的知识和实践,有助于理解在印度教师教育中实施课程改革。这篇文章报道了与17名教育学士(BEd)项目的学生教师进行的60小时的一次性面对面接触。文章的第一部分描述了参与的过程。第二部分“学生教师对科学内容的看法分析”简要分析了学生教师对所学概念的理解变化,第三部分“教师教育者的反思”,作者对使用PCK作为参与和理解PCK作为科学教学结构的框架的过程进行了反思。
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引用次数: 1
Understanding Parental School Choice in Varied Socio-economic Milieus: A Case Study of a Village in Punjab 理解不同社会经济背景下的家长学校选择——以旁遮普省一个村庄为例
Q3 Social Sciences Pub Date : 2022-03-25 DOI: 10.1177/09731849221083732
Kamlesh Narwana, Angrej Singh Gill
With the upsurge of private schools, parents are struggling with a variety of schooling options. Given the exclusionary nature of privatisation, the market has led to the reproduction of social inequality amidst a plurality of choice. By mapping the school choice process, the article aims to explore school choice in the varied socio-economic milieu in a village in Punjab. Based on the qualitative data collected with the help of semi-structured interviews and focus group discussions (FGDs), the study draws linkages between the determinants of school choice and the positionality of parents. The findings of the study dissect the simple yet complex process of school choice along common factors, that is, teachers, quality of education, learning environment, English education and private tutoring. Drawing upon the nuanced analysis of these factors with parental socio-economic background, the study argues that it is important to understand the varied expectations, aspirations and challenges of parents from diverse sections to comprehend the school choice process.
随着私立学校的兴起,家长们正在为各种各样的学校选择而苦苦挣扎。鉴于私有化的排斥性质,市场导致了在多种选择中社会不平等的再现。通过绘制学校选择过程图,本文旨在探索旁遮普省一个村庄在不同社会经济环境中的学校选择。基于在半结构化访谈和焦点小组讨论(FGD)的帮助下收集的定性数据,该研究得出了学校选择的决定因素与家长的立场之间的联系。研究结果沿着共同的因素,即教师、教育质量、学习环境、英语教育和私人辅导,剖析了学校选择的简单而复杂的过程。根据对这些因素与父母社会经济背景的细微分析,该研究认为,了解不同阶层父母的不同期望、愿望和挑战对于理解择校过程很重要。
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引用次数: 0
Parimala V. Rao, Beyond Macaulay: Education in India, 1780–1860 Parimala V. Rao,超越麦考利:印度的教育,1780-1860
Q3 Social Sciences Pub Date : 2022-01-01 DOI: 10.1177/09731849211062692
Vikas Gupta
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引用次数: 1
Yemuna Sunny, Nature-Society Series 叶穆娜·桑尼,自然-社会系列
Q3 Social Sciences Pub Date : 2022-01-01 DOI: 10.1177/09731849211067924
Dhananjay Rai
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引用次数: 0
Walter Omar Kohan, Paulo Freire: A Philosophical Biography 沃尔特·奥马尔·科汉,保罗·弗雷尔:哲学传记
Q3 Social Sciences Pub Date : 2022-01-01 DOI: 10.1177/09731849211053179
Amman Madan
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引用次数: 0
Saba Hussain, Contemporary Muslim Girlhoods in India: A Study of Social Justice, Identity and Agency in Assam 萨巴·侯赛因:印度当代穆斯林女孩:阿萨姆邦社会正义、身份与代理研究
Q3 Social Sciences Pub Date : 2022-01-01 DOI: 10.1177/09731849211053186
Hem Borker
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引用次数: 0
Editorial 编辑
Q3 Social Sciences Pub Date : 2022-01-01 DOI: 10.1177/09731849211069184
Disha Nawani
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引用次数: 0
Transcultural Networks and Connectivities: The Circulation of Mathematical Ideas between India and England in the Nineteenth Century 跨文化网络和连通性:19世纪印度和英国之间数学思想的流通
Q3 Social Sciences Pub Date : 2021-12-14 DOI: 10.1177/09731849211064500
Dhruv Raina
The nineteenth century has been characterised as a period in which mathematics proper acquired a disciplinary and institutional autonomy. This article explores the intertwining of three intersecting worlds of the history of mathematics inasmuch as it engages with historicising the pursuit of novel mathematics, the history of disciplines and, more specifically, that of the British Indological writings on Indian mathematics, and finally, the history of mathematics education in nineteenth century India. But, more importantly, the article is concerned with a class of science and mathematics teaching problems that are taken up by researchers—in other words, science and mathematics teaching problems that lead to scientific and mathematical research. The article argues that over a period of 50 years, a network of scholars crystallised around a discussion on mathematics proper, the history of mathematics and education. This discussion spanned not just nineteenth-century England but India as well, involving scholars from both worlds. This network included Scottish mathematicians, East India Company officials and administrators who went on to constitute the first generation of British Indologists, a group of mathematicians in England referred to as the Analytics, and traditional Indian scholars and mathematics teachers. The focus will be on the concerns and genealogies of investigation that forged this network and sustained it for over half a century.
十九世纪的特点是数学本身获得了学科和制度的自主权。本文探讨了数学史上三个相互交叉的世界的交织,因为它涉及到对新数学的历史追求,学科史,更具体地说,英国印支关于印度数学的著作,以及最后19世纪印度数学教育史。但是,更重要的是,这篇文章关注的是研究人员所关注的一类科学和数学教学问题——换句话说,导致科学和数学研究的科学和数学教育问题。文章认为,在50年的时间里,一个学者网络围绕着一场关于数学本体、数学史和教育的讨论而具体化。这场讨论不仅涉及19世纪的英国,也涉及印度,涉及来自两个世界的学者。这个网络包括苏格兰数学家、东印度公司的官员和管理人员,他们后来组成了第一代英国印度学家,英国的一群数学家被称为“分析”,以及传统的印度学者和数学教师。重点将放在调查的关注点和系谱上,这些问题和系谱伪造了这个网络,并将其维持了半个多世纪。
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引用次数: 0
Intensive Teaching: Examining Teachers’ Professional Pressures and Pedagogical Practices at an Elite School 强化教学:考察精英学校教师的职业压力和教学实践
Q3 Social Sciences Pub Date : 2021-12-09 DOI: 10.1177/09731849211063240
A. Atterberry
This article asks the following questions: What pressures do teachers face from parents and senior administrators? How do the pressures teachers face from parents and senior administrators affect how they teach students? Specifically, how does this affect the methods they engage in to generate ‘good’ student outcomes? It answers these questions by analysing interviews with 24 high school teachers at an elite international school in Bangalore, a city in southwest India. This article argues that the pressures teachers face from senior administrators and parents to produce high-achieving students result in them engaging in intensive teaching practices. These practices represent teachers’ attempts to produce students capable of earning high grades and entrance into competitive colleges and universities. This article extends our understanding of the factors that shape teachers’ pedagogical practices by making explicit connections between affluent parenting practices and the professional roles of teachers at elite schools. As such, this article makes important contributions to the literature on the sociology of education and teaching.
本文提出以下问题:教师面临来自家长和高级管理人员的哪些压力?教师面临的来自家长和高级管理人员的压力如何影响他们教学生的方式?具体来说,这如何影响他们为取得“好”学生成绩而采用的方法?它通过分析对印度西南部城市班加罗尔一所精英国际学校24名高中教师的采访来回答这些问题。本文认为,教师面临来自高级管理人员和家长的压力,要求培养出成绩优异的学生,这导致他们从事密集的教学实践。这些做法代表了教师努力培养出能够获得高分并进入有竞争力的学院和大学的学生。本文通过在富裕的育儿实践与精英学校教师的专业角色之间建立明确的联系,扩展了我们对影响教师教学实践的因素的理解。因此,本文对教育教学社会学的研究做出了重要贡献。
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引用次数: 0
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