Pub Date : 2014-01-01DOI: 10.1080/23265507.2014.986188
B. Grant
Abstract This article discusses Booker T. Washington's educational contributions to contemporary practices of sustainable development. In particular, the article looks at Washington's contributions in the areas of economic sustainability and entrepreneurship, character development, and aesthetics. As states continue to contemplate and evaluate the value of an economy based on principles of sustainable development, Washington's education of the hands, the head, and the heart will probably become increasingly significant. A look at how such education was perceived and practiced in the late nineteenth and early twentieth centuries is therefore invaluable.
{"title":"Booker T. Washington's Educational Contributions to Contemporary Practices of Sustainable Development","authors":"B. Grant","doi":"10.1080/23265507.2014.986188","DOIUrl":"https://doi.org/10.1080/23265507.2014.986188","url":null,"abstract":"Abstract This article discusses Booker T. Washington's educational contributions to contemporary practices of sustainable development. In particular, the article looks at Washington's contributions in the areas of economic sustainability and entrepreneurship, character development, and aesthetics. As states continue to contemplate and evaluate the value of an economy based on principles of sustainable development, Washington's education of the hands, the head, and the heart will probably become increasingly significant. A look at how such education was perceived and practiced in the late nineteenth and early twentieth centuries is therefore invaluable.","PeriodicalId":43562,"journal":{"name":"Open Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23265507.2014.986188","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59994792","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 : 2014-01-01DOI: 10.1080/23265507.2014.963655
A. Reinertsen
Abstract This is about responsibility or toughening up perhaps through deep linguistic approaches to research and science, education, theory and practice. It is about teaching difficult avoiding silencing normalizing low threshold whistle blowing. It is about de-authorized knowledge creation processes conditioning learning. I speculate on the/a moral mass of words perhaps to come become and life. They facilitate … the words … . They oscillate, vibrate and rotate, and I get a chance to forethink. Ultimately, this is about the beingness of engagement and risky becomings.
{"title":"The Choice: Teaching difficult avoiding silencing or the multiplicities of our words and our subjectivities","authors":"A. Reinertsen","doi":"10.1080/23265507.2014.963655","DOIUrl":"https://doi.org/10.1080/23265507.2014.963655","url":null,"abstract":"Abstract This is about responsibility or toughening up perhaps through deep linguistic approaches to research and science, education, theory and practice. It is about teaching difficult avoiding silencing normalizing low threshold whistle blowing. It is about de-authorized knowledge creation processes conditioning learning. I speculate on the/a moral mass of words perhaps to come become and life. They facilitate … the words … . They oscillate, vibrate and rotate, and I get a chance to forethink. Ultimately, this is about the beingness of engagement and risky becomings.","PeriodicalId":43562,"journal":{"name":"Open Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23265507.2014.963655","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59994814","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 : 2014-01-01DOI: 10.1080/23265507.2014.972438
M. Stuart
Abstract This article offers a case-study of specific shifts in the view of state responsibility for the less fortunate in Aotearoa, New Zealand. Current welfare policy aims to reduce the state benefits of parents if they do enrol their preschool children in an early childhood centre. I undertake a genealogical investigation and suggest that state anxieties about the disadvantaged are not new: Edu-welfare policies are the last in a long line of attempts to govern state beneficiaries and their children. Economic policies which arose in the specific historical, political and social contexts of the United States, I argue, should not be uncritically imposed as universal solutions to perceived risks to the body politic of other states.
{"title":"Future Liabilities: Solutions to the ‘problem of welfare’?","authors":"M. Stuart","doi":"10.1080/23265507.2014.972438","DOIUrl":"https://doi.org/10.1080/23265507.2014.972438","url":null,"abstract":"Abstract This article offers a case-study of specific shifts in the view of state responsibility for the less fortunate in Aotearoa, New Zealand. Current welfare policy aims to reduce the state benefits of parents if they do enrol their preschool children in an early childhood centre. I undertake a genealogical investigation and suggest that state anxieties about the disadvantaged are not new: Edu-welfare policies are the last in a long line of attempts to govern state beneficiaries and their children. Economic policies which arose in the specific historical, political and social contexts of the United States, I argue, should not be uncritically imposed as universal solutions to perceived risks to the body politic of other states.","PeriodicalId":43562,"journal":{"name":"Open Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23265507.2014.972438","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59994640","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 : 2014-01-01DOI: 10.1080/23265507.2014.984975
M. Peters
‘Openness' is one of the central contested values of modern liberal society and falls under different political descriptions. In this brief editorial I employ ‘openness' to signal and introduce a n...
{"title":"Openness and the Intellectual Commons","authors":"M. Peters","doi":"10.1080/23265507.2014.984975","DOIUrl":"https://doi.org/10.1080/23265507.2014.984975","url":null,"abstract":"‘Openness' is one of the central contested values of modern liberal society and falls under different political descriptions. In this brief editorial I employ ‘openness' to signal and introduce a n...","PeriodicalId":43562,"journal":{"name":"Open Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23265507.2014.984975","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59994741","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 : 2014-01-01DOI: 10.1080/23265507.2014.965193
P. Jandrić
Abstract This article explores contemporary potentials for Illich's 1971 proposal to replace institutional schooling with non-institutional large-scale educational infrastructure, and shows that his visions of deschooling through technology could be embodied on the internet in the form of deschooling virtuality. This conclusion is methodologically restricted in three ways. First, the concept of deschooling heavily depends on one's views to human nature. Second, deschooling society is dialectically intertwined with the concept of conviviality, while deschooling virtuality is based on non-convivial technologies which lead directly to radical monopoly. Third, even the most developed deschooling virtuality might never transform into deschooling society. Despite those restrictions, the article concludes that Illich's deschooling has graduated from mere vision to the real opportunity. Realization of this opportunity will depend on future scientific and social developments and, ultimately, on collective human decision.
{"title":"Deschooling Virtuality","authors":"P. Jandrić","doi":"10.1080/23265507.2014.965193","DOIUrl":"https://doi.org/10.1080/23265507.2014.965193","url":null,"abstract":"Abstract This article explores contemporary potentials for Illich's 1971 proposal to replace institutional schooling with non-institutional large-scale educational infrastructure, and shows that his visions of deschooling through technology could be embodied on the internet in the form of deschooling virtuality. This conclusion is methodologically restricted in three ways. First, the concept of deschooling heavily depends on one's views to human nature. Second, deschooling society is dialectically intertwined with the concept of conviviality, while deschooling virtuality is based on non-convivial technologies which lead directly to radical monopoly. Third, even the most developed deschooling virtuality might never transform into deschooling society. Despite those restrictions, the article concludes that Illich's deschooling has graduated from mere vision to the real opportunity. Realization of this opportunity will depend on future scientific and social developments and, ultimately, on collective human decision.","PeriodicalId":43562,"journal":{"name":"Open Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23265507.2014.965193","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59994986","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 : 2014-01-01DOI: 10.1080/23265507.2014.966750
Henry A. Giroux
Abstract Militarization and a military definition of life and culture have become normalized in the United States. This article explores the ways in which a military metaphysics has become the new normal for a nation not only at war abroad but also at home, especially with regards to the ongoing assaults waged by the state against youth, immigrants, and poor minorities of class and color. Not only has militarization produced and celebrated an aggressive and warrior-like mode of masculinity, it has imposed a surveillance state, devalued democratic citizenship and subordinated a respect for public values, the common good and democracy to the military ideals, values, and social relations. This article explores how the United States has moved from a culture of militarism, which was limited to the military values associated with the military, to a more pervasive culture of militarization, with its belief in force and violence as a dominant mediating and structuring force for the whole of social life. This is a military metaphysics that not only produces material violence, it also produces a military culture rooted in blind obedience, aggression, conformity, and war-like values. As the neoliberal state relies less on ideology and more on force, the punishing state becomes the hallmark of American society. This suggests at one level that neoliberal states can no longer justify and legitimate their exercise of ruthless power and its effects under casino capitalism. Instead, the state no longer attempts to produce consensus, but on reproducing a culture of fear, surveillance, and punishment.
{"title":"Militarism's Killing Fields: From Gaza to Ferguson","authors":"Henry A. Giroux","doi":"10.1080/23265507.2014.966750","DOIUrl":"https://doi.org/10.1080/23265507.2014.966750","url":null,"abstract":"Abstract Militarization and a military definition of life and culture have become normalized in the United States. This article explores the ways in which a military metaphysics has become the new normal for a nation not only at war abroad but also at home, especially with regards to the ongoing assaults waged by the state against youth, immigrants, and poor minorities of class and color. Not only has militarization produced and celebrated an aggressive and warrior-like mode of masculinity, it has imposed a surveillance state, devalued democratic citizenship and subordinated a respect for public values, the common good and democracy to the military ideals, values, and social relations. This article explores how the United States has moved from a culture of militarism, which was limited to the military values associated with the military, to a more pervasive culture of militarization, with its belief in force and violence as a dominant mediating and structuring force for the whole of social life. This is a military metaphysics that not only produces material violence, it also produces a military culture rooted in blind obedience, aggression, conformity, and war-like values. As the neoliberal state relies less on ideology and more on force, the punishing state becomes the hallmark of American society. This suggests at one level that neoliberal states can no longer justify and legitimate their exercise of ruthless power and its effects under casino capitalism. Instead, the state no longer attempts to produce consensus, but on reproducing a culture of fear, surveillance, and punishment.","PeriodicalId":43562,"journal":{"name":"Open Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23265507.2014.966750","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59994545","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 : 2014-01-01DOI: 10.1080/23265507.2014.972436
P. Flanagan
Abstract Children who engage in perceived sexual actions face possible marginalization, isolation and exclusion in schools. The author's counselling practice included numerous examples where effects of adults' understanding have led to over reactive and punitive responses on children. This article complements a political ethic of social justice and supporting children's agency—that is, children as actors and childhood as being and becoming. Teachers and parents of primary school children were interviewed as part of a current doctoral project on discourses of childhood sexuality in Aotearoa, New Zealand. In focus groups and individual interviews, six teachers and seven parents of children in one primary school responded to vignettes on children's actions designed from counselling and anecdotal evidence of children's experiences in New Zealand primary schools. Participants' thoughts, ideas and reflections, including personal stories, were stimulated by the vignettes. Their understandings and perceptions of sexuality in childhood are explored, and discursive positionings for children in both the vignettes and participants' responses are examined. The crisis for children is when school policy constrains understandings and experiences of childhood due to adult-centric constructions of sexuality without regard to multiple positions shaped by culture, community values, personal histories and ideas of childhood and sexuality.
{"title":"Unpacking Ideas of Sexuality in Childhood: What do primary teachers and parents say?","authors":"P. Flanagan","doi":"10.1080/23265507.2014.972436","DOIUrl":"https://doi.org/10.1080/23265507.2014.972436","url":null,"abstract":"Abstract Children who engage in perceived sexual actions face possible marginalization, isolation and exclusion in schools. The author's counselling practice included numerous examples where effects of adults' understanding have led to over reactive and punitive responses on children. This article complements a political ethic of social justice and supporting children's agency—that is, children as actors and childhood as being and becoming. Teachers and parents of primary school children were interviewed as part of a current doctoral project on discourses of childhood sexuality in Aotearoa, New Zealand. In focus groups and individual interviews, six teachers and seven parents of children in one primary school responded to vignettes on children's actions designed from counselling and anecdotal evidence of children's experiences in New Zealand primary schools. Participants' thoughts, ideas and reflections, including personal stories, were stimulated by the vignettes. Their understandings and perceptions of sexuality in childhood are explored, and discursive positionings for children in both the vignettes and participants' responses are examined. The crisis for children is when school policy constrains understandings and experiences of childhood due to adult-centric constructions of sexuality without regard to multiple positions shaped by culture, community values, personal histories and ideas of childhood and sexuality.","PeriodicalId":43562,"journal":{"name":"Open Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23265507.2014.972436","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59994586","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 : 2014-01-01DOI: 10.1080/23265507.2014.972437
P. Miller
Abstract The right of children to be protected from abuse is grounded in international law. Children should be free to enjoy their childhoods and to engage with their physical environment without fear for their safety. In recent years, girls and women in Jamaica have been targeted by men who rape and/or otherwise sexually assault them. This is without doubt, unacceptable. This article presents a qualitative review of girls' sexual molestation occurrence, the response of the Jamaican government and its agents and members of civil society. The article also calls on the government of Jamaica to act decisively in strengthening its legal mechanisms to deal with villains and also to act swiftly in providing support for victims and their families in an attempt to stem the tide of sexual violence and to assure society that they are in control.
{"title":"Children at Risk: A review of sexual abuse incidents and child protection issues in Jamaica","authors":"P. Miller","doi":"10.1080/23265507.2014.972437","DOIUrl":"https://doi.org/10.1080/23265507.2014.972437","url":null,"abstract":"Abstract The right of children to be protected from abuse is grounded in international law. Children should be free to enjoy their childhoods and to engage with their physical environment without fear for their safety. In recent years, girls and women in Jamaica have been targeted by men who rape and/or otherwise sexually assault them. This is without doubt, unacceptable. This article presents a qualitative review of girls' sexual molestation occurrence, the response of the Jamaican government and its agents and members of civil society. The article also calls on the government of Jamaica to act decisively in strengthening its legal mechanisms to deal with villains and also to act swiftly in providing support for victims and their families in an attempt to stem the tide of sexual violence and to assure society that they are in control.","PeriodicalId":43562,"journal":{"name":"Open Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23265507.2014.972437","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59994599","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 : 2014-01-01DOI: 10.1080/23265507.2014.973899
Mathias Decuypere, M. Simons
Abstract In the current literature on the university it is generally accepted that processes of digitization play an important role regarding both the daily functioning of the university as an institution and the academics that give shape to it. This article contributes to our understanding of the role that digitization plays in contemporary academic practices and does this by adopting a relational theoretical framework informed by sociomaterial studies. Furthermore, the article introduces a specific interview technique as methodological approach and makes use of topological visualizations in order to qualitatively analyze the composition of academic work in digital times. As such, combining textual and visual analysis, the article should be conceived as an explorative atlas. The atlas gives an account of how daily academic practices are relationally composed, by focusing on the spatiotemporal constellations enacted in these practices, and on how the digital acts and operates in these practices. Based on three profiles of academic practices, this atlas concludes by exploring whether contemporary academic practices are characterized by a typical mode of existence, and gives some pointers as to how this mode of existence of the university is typically enacted nowadays.
{"title":"An Atlas of Academic Practice in Digital Times","authors":"Mathias Decuypere, M. Simons","doi":"10.1080/23265507.2014.973899","DOIUrl":"https://doi.org/10.1080/23265507.2014.973899","url":null,"abstract":"Abstract In the current literature on the university it is generally accepted that processes of digitization play an important role regarding both the daily functioning of the university as an institution and the academics that give shape to it. This article contributes to our understanding of the role that digitization plays in contemporary academic practices and does this by adopting a relational theoretical framework informed by sociomaterial studies. Furthermore, the article introduces a specific interview technique as methodological approach and makes use of topological visualizations in order to qualitatively analyze the composition of academic work in digital times. As such, combining textual and visual analysis, the article should be conceived as an explorative atlas. The atlas gives an account of how daily academic practices are relationally composed, by focusing on the spatiotemporal constellations enacted in these practices, and on how the digital acts and operates in these practices. Based on three profiles of academic practices, this atlas concludes by exploring whether contemporary academic practices are characterized by a typical mode of existence, and gives some pointers as to how this mode of existence of the university is typically enacted nowadays.","PeriodicalId":43562,"journal":{"name":"Open Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23265507.2014.973899","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59994700","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 : 2014-01-01DOI: 10.1080/23265507.2014.964296
M. Olssen
Abstract In this article, I want to suggest that it is through the elaboration of the concept of discourse that the differences between Foucault and thinkers like Habermas, Hegel and Marx can best be understood. Foucault progressively develops a conception of discourse as a purely historical category that resists all reference to transcendental principles of unity—whether of substance or form—but sees the emergence of discursive frameworks as precarious and contested assemblages characterized by indeterminacy, complexity, openness, uncertainty and contingency. His approach thus enables a reconciliation of difference and commonality, or the particular and the general, in a distinctive and viable way.
{"title":"Discourse, Complexity, Normativity: Tracing the elaboration of Foucault's materialist concept of discourse","authors":"M. Olssen","doi":"10.1080/23265507.2014.964296","DOIUrl":"https://doi.org/10.1080/23265507.2014.964296","url":null,"abstract":"Abstract In this article, I want to suggest that it is through the elaboration of the concept of discourse that the differences between Foucault and thinkers like Habermas, Hegel and Marx can best be understood. Foucault progressively develops a conception of discourse as a purely historical category that resists all reference to transcendental principles of unity—whether of substance or form—but sees the emergence of discursive frameworks as precarious and contested assemblages characterized by indeterminacy, complexity, openness, uncertainty and contingency. His approach thus enables a reconciliation of difference and commonality, or the particular and the general, in a distinctive and viable way.","PeriodicalId":43562,"journal":{"name":"Open Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23265507.2014.964296","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59994829","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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