Pub Date : 2024-02-26DOI: 10.1177/00345237241234606
Mukti Thapaliya
This article argues that special and inclusive education policies in Nepal have been influenced by neoliberal policy reforms. The study employs discourse analysis as a theoretical perspective to analyse the effects of market-based schooling practices on students with disabilities in Nepal. The findings of this study are informed to some extent by the outcomes of the doctoral research project (Thapaliya, 2018). Data was collected through policies and documents. A selection of key education policies and documents between 1990 to 2020 were examined and analysed. One core theme and five sub-themes were identified from the data analysis. Disability as a resource management issue was a main theme. (i) Managing resources; (ii) resource allocation criteria; (iii) professional experts deciding resource funds; (iv) competing for limited resources; and (v) competition and school choice were sub-themes. The available evidence signals that the marketisation model of education does not assist students with disabilities adequately. The findings of this study reveal that the current policy and practice signal changes in government structure rather than working to fulfil these commitments in the everyday practice of students with disabilities. The limitations of the study and recommendations of this research are also discussed.
{"title":"Impacts of neoliberal school reforms policy on students with disabilities in Nepal","authors":"Mukti Thapaliya","doi":"10.1177/00345237241234606","DOIUrl":"https://doi.org/10.1177/00345237241234606","url":null,"abstract":"This article argues that special and inclusive education policies in Nepal have been influenced by neoliberal policy reforms. The study employs discourse analysis as a theoretical perspective to analyse the effects of market-based schooling practices on students with disabilities in Nepal. The findings of this study are informed to some extent by the outcomes of the doctoral research project (Thapaliya, 2018). Data was collected through policies and documents. A selection of key education policies and documents between 1990 to 2020 were examined and analysed. One core theme and five sub-themes were identified from the data analysis. Disability as a resource management issue was a main theme. (i) Managing resources; (ii) resource allocation criteria; (iii) professional experts deciding resource funds; (iv) competing for limited resources; and (v) competition and school choice were sub-themes. The available evidence signals that the marketisation model of education does not assist students with disabilities adequately. The findings of this study reveal that the current policy and practice signal changes in government structure rather than working to fulfil these commitments in the everyday practice of students with disabilities. The limitations of the study and recommendations of this research are also discussed.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"295 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139978811","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 : 2024-02-21DOI: 10.1177/00345237241234613
Sigrid Hartong
With the rising prevalence of digital data, infrastructures and platforms in education, the challenge of conceptualizing and investigating ‘intermediaries’ has substantially increased. This not only refers to various new types of actors that have been materializing around practices of data infrastructuring (e.g., data management), but equally to the rising empowerment of data infrastructures themselves as intermediaries of policy and governance. The aim of this article is to sharpen our conceptual understanding of this interrelation between intermediaries and data infrastructuring. More specifically, the article suggests to approach intermediaries through a lens on performative contexting, thus shifting the focus towards how ‘intermediary contexting’ is used, by whom and where exactly, rather than seeking to map intermediaries as an object ‘from the outside’. Data infrastructuring, then, can be regarded both as part, and as a result, of such contexting efforts. Using Estonia as a case study, it is shown what we see (differently) when applying such a lens to the digital transformation of education. The findings hereby indicate a gradual emergence of what could be described as ‘governance by intermediarization’: a process in which more and more actors are shifted into the (self)contexting as infrastructural stewards, while the politics of digital transformation become centered – i.e., seemingly depoliticized – around asserting continuous change through digital connection.
{"title":"Governance by intermediarization. Insights into the digital infrastructuring of education in Estonia","authors":"Sigrid Hartong","doi":"10.1177/00345237241234613","DOIUrl":"https://doi.org/10.1177/00345237241234613","url":null,"abstract":"With the rising prevalence of digital data, infrastructures and platforms in education, the challenge of conceptualizing and investigating ‘intermediaries’ has substantially increased. This not only refers to various new types of actors that have been materializing around practices of data infrastructuring (e.g., data management), but equally to the rising empowerment of data infrastructures themselves as intermediaries of policy and governance. The aim of this article is to sharpen our conceptual understanding of this interrelation between intermediaries and data infrastructuring. More specifically, the article suggests to approach intermediaries through a lens on performative contexting, thus shifting the focus towards how ‘intermediary contexting’ is used, by whom and where exactly, rather than seeking to map intermediaries as an object ‘from the outside’. Data infrastructuring, then, can be regarded both as part, and as a result, of such contexting efforts. Using Estonia as a case study, it is shown what we see (differently) when applying such a lens to the digital transformation of education. The findings hereby indicate a gradual emergence of what could be described as ‘governance by intermediarization’: a process in which more and more actors are shifted into the (self)contexting as infrastructural stewards, while the politics of digital transformation become centered – i.e., seemingly depoliticized – around asserting continuous change through digital connection.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"43 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139956851","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 : 2023-12-30DOI: 10.1177/00345237231223902
Ansgar Allen
This paper takes on and explores the disturbing and perhaps counter-intuitive notion that the university is the place where the intellect goes to die. This idea is explored alongside Georges Bataille’s suggestion that the death of thought might actually be a worthy pursuit and only thought which seeks its own limits is worth striving for. The deleterious effects of the university upon thought are nonetheless contrasted to Bataille’s own attempts to take thought to the point of its expiration. The key difference between the ‘teaching of death’ that Bataille has in mind, and the enactment of the death of thinking that the university achieves is this: Bataille seeks, however impossibly, to bring death “into the field of vision”. Academic knowledge production, by contrast, with its systematism, its rigor, its proceduralism and its subsumption by work, merely abandons the thinking subject to the inevitable result, which for Bataille, is unthinking servility, a premature, utterly suppressed, and domesticated, death-in-life.
{"title":"The death of thought: Reading Bataille in the ruins of a university","authors":"Ansgar Allen","doi":"10.1177/00345237231223902","DOIUrl":"https://doi.org/10.1177/00345237231223902","url":null,"abstract":"This paper takes on and explores the disturbing and perhaps counter-intuitive notion that the university is the place where the intellect goes to die. This idea is explored alongside Georges Bataille’s suggestion that the death of thought might actually be a worthy pursuit and only thought which seeks its own limits is worth striving for. The deleterious effects of the university upon thought are nonetheless contrasted to Bataille’s own attempts to take thought to the point of its expiration. The key difference between the ‘teaching of death’ that Bataille has in mind, and the enactment of the death of thinking that the university achieves is this: Bataille seeks, however impossibly, to bring death “into the field of vision”. Academic knowledge production, by contrast, with its systematism, its rigor, its proceduralism and its subsumption by work, merely abandons the thinking subject to the inevitable result, which for Bataille, is unthinking servility, a premature, utterly suppressed, and domesticated, death-in-life.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":" 56","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139139398","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 : 2023-12-07DOI: 10.1177/00345237231219149
Nóra Fazekas
This paper aims to capture the digital imaginaries of Hungarian schools through the lens of digital utopianism as a theoretical framework. Employing a qualitative research approach and semi-structured interviews, this study contributes to the body of literature concerning organizational and policy-level educational management. It investigates utopian and dystopian visions of digitalized schools within the Hungarian education system, featuring participants comprising school leaders, teachers, and administrative staff drawn from five institutions, offering either general or vocational education, representing diverse ownership structures, including state and religious ownership. The study highlights prominent themes of the imaginaries, such as funding and infrastructure, equity, misuse, and social and pedagogical relations and suggests further research directions and methodologies applicable in this field.
{"title":"Digital utopia and dystopia of schools after the COVID-19 pandemic","authors":"Nóra Fazekas","doi":"10.1177/00345237231219149","DOIUrl":"https://doi.org/10.1177/00345237231219149","url":null,"abstract":"This paper aims to capture the digital imaginaries of Hungarian schools through the lens of digital utopianism as a theoretical framework. Employing a qualitative research approach and semi-structured interviews, this study contributes to the body of literature concerning organizational and policy-level educational management. It investigates utopian and dystopian visions of digitalized schools within the Hungarian education system, featuring participants comprising school leaders, teachers, and administrative staff drawn from five institutions, offering either general or vocational education, representing diverse ownership structures, including state and religious ownership. The study highlights prominent themes of the imaginaries, such as funding and infrastructure, equity, misuse, and social and pedagogical relations and suggests further research directions and methodologies applicable in this field.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"28 3","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138593340","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 : 2023-11-24DOI: 10.1177/00345237231219145
Bingbing Ai, Jie Zhang, Alexander Kostogriz
Using qualitative case study as a method, the researchers collected data from four PhD returnees specializing in teaching English as a Foreign Language (EFL) and inquired about their experiences of teacher identity (re)construction after their return to Chinese universities. The collected data demonstrate that these participants have encountered various challenges in complying with Chinese higher education practices; their unique insider/outsider experience and the contribution that they can make to internationalization of the university culture and pedagogy are undervalued, while they often feel unsupported to develop their research profile. This paper contributes to the current research into EFL PhDs’ mobility and their teacher identity (re)construction in the context of the internationalization of Chinese universities. The challenges and issues raised here may have commonalities with those faced in other international tertiary education settings, where EFL PhD students gain their qualifications overseas and return to a career in EFL in their own country.
{"title":"Unpacking English as a foreign language PhDs’ return mobility and identity (re)construction at Chinese universities: A qualitative case study","authors":"Bingbing Ai, Jie Zhang, Alexander Kostogriz","doi":"10.1177/00345237231219145","DOIUrl":"https://doi.org/10.1177/00345237231219145","url":null,"abstract":"Using qualitative case study as a method, the researchers collected data from four PhD returnees specializing in teaching English as a Foreign Language (EFL) and inquired about their experiences of teacher identity (re)construction after their return to Chinese universities. The collected data demonstrate that these participants have encountered various challenges in complying with Chinese higher education practices; their unique insider/outsider experience and the contribution that they can make to internationalization of the university culture and pedagogy are undervalued, while they often feel unsupported to develop their research profile. This paper contributes to the current research into EFL PhDs’ mobility and their teacher identity (re)construction in the context of the internationalization of Chinese universities. The challenges and issues raised here may have commonalities with those faced in other international tertiary education settings, where EFL PhD students gain their qualifications overseas and return to a career in EFL in their own country.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"105 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139239046","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 : 2023-11-24DOI: 10.1177/00345237231216309
Haoyang Zhang, Li-Chung Hu, E. Hannum
Urban-rural economic opportunity gaps drive rural youth to seek economic stability by migrating away from home and family. The links between educational attainment and economic outcomes for rural youth are well studied in China and elsewhere, but the implications of educational mobility for rural family relationships remain less understood. Extending tenets of second demographic transition theory, we posit that education sets the stage for “individualization:” geographic mobility for urban work distant from rural family networks. Educational mobility may thus set conditions for upending traditional family co-residence patterns, direct-support relationships, and family-gender attitudes. In this paper, we consider first whether educational advancement is associated with urban economic mobility for rural youth in young adulthood, and then ask whether education is linked to disruption of rural family relations. Specifically, using the case of children growing up in rural northwest China, we estimate relationships between secondary and tertiary educational attainment and (1) economic stability, (2) intergenerational geographic separation and material exchange, and (3) traditional family and gender role attitudes, after adjusting for potential confounders. Results show that for both men and women, education is associated with greater economic stability in young adulthood, across several measures, and with an erosion of adherence to traditional family and gender attitudes. Moreover, for men, education correlates to less family proximity and more material exchange.
{"title":"Youth educational mobility and the rural family in China","authors":"Haoyang Zhang, Li-Chung Hu, E. Hannum","doi":"10.1177/00345237231216309","DOIUrl":"https://doi.org/10.1177/00345237231216309","url":null,"abstract":"Urban-rural economic opportunity gaps drive rural youth to seek economic stability by migrating away from home and family. The links between educational attainment and economic outcomes for rural youth are well studied in China and elsewhere, but the implications of educational mobility for rural family relationships remain less understood. Extending tenets of second demographic transition theory, we posit that education sets the stage for “individualization:” geographic mobility for urban work distant from rural family networks. Educational mobility may thus set conditions for upending traditional family co-residence patterns, direct-support relationships, and family-gender attitudes. In this paper, we consider first whether educational advancement is associated with urban economic mobility for rural youth in young adulthood, and then ask whether education is linked to disruption of rural family relations. Specifically, using the case of children growing up in rural northwest China, we estimate relationships between secondary and tertiary educational attainment and (1) economic stability, (2) intergenerational geographic separation and material exchange, and (3) traditional family and gender role attitudes, after adjusting for potential confounders. Results show that for both men and women, education is associated with greater economic stability in young adulthood, across several measures, and with an erosion of adherence to traditional family and gender attitudes. Moreover, for men, education correlates to less family proximity and more material exchange.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"75 9","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139239651","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 : 2023-11-23DOI: 10.1177/00345237231216991
Christopher Hanley, Edda Sant
Doctoral study can be emotionally and psychologically challenging for students and supervisors. They can feel lost in the process, isolated and emotionally drained. It might be tempting for the supervisor to downplay such difficulties to protect the student. In this paper we argue that such challenges can be pedagogically developmental and ought to be acknowledged. This paper introduces three philosophical concepts: touch, tact and swerve. They are concerned with human intentionality in practical contexts and enable us to accomplish two things. Firstly, conceptualise the fluid, dynamic interplay of thoughts, emotions and psychological states in doctoral supervision; secondly, generate new tools for analysing the doctoral process. Our concepts are derived from Jean-Luc Nancy’s philosophy, particularly his influential text Corpus (1992/2008). Nancy’s work is contextualised by two of his key philosophical influences, Martin Heidegger and Maurice Merleau-Ponty. Their ideas, especially towardness and de-severence (Heidegger) and de-centred sense (Merleau-Ponty) provide valuable context for the explanations of touch, tact and swerve. The authors conducted a piece of research into doctoral supervisors’ experiences. The data illustrate the emotional and psychological challenges of being a supervisor and our concepts enable us to theorise their pedagogic potential, demonstrating ‘real world’ impact.
{"title":"Touch, tact and swerve: Three new concepts for the doctoral process, inspired by jean-luc Nancy’s ontology","authors":"Christopher Hanley, Edda Sant","doi":"10.1177/00345237231216991","DOIUrl":"https://doi.org/10.1177/00345237231216991","url":null,"abstract":"Doctoral study can be emotionally and psychologically challenging for students and supervisors. They can feel lost in the process, isolated and emotionally drained. It might be tempting for the supervisor to downplay such difficulties to protect the student. In this paper we argue that such challenges can be pedagogically developmental and ought to be acknowledged. This paper introduces three philosophical concepts: touch, tact and swerve. They are concerned with human intentionality in practical contexts and enable us to accomplish two things. Firstly, conceptualise the fluid, dynamic interplay of thoughts, emotions and psychological states in doctoral supervision; secondly, generate new tools for analysing the doctoral process. Our concepts are derived from Jean-Luc Nancy’s philosophy, particularly his influential text Corpus (1992/2008). Nancy’s work is contextualised by two of his key philosophical influences, Martin Heidegger and Maurice Merleau-Ponty. Their ideas, especially towardness and de-severence (Heidegger) and de-centred sense (Merleau-Ponty) provide valuable context for the explanations of touch, tact and swerve. The authors conducted a piece of research into doctoral supervisors’ experiences. The data illustrate the emotional and psychological challenges of being a supervisor and our concepts enable us to theorise their pedagogic potential, demonstrating ‘real world’ impact.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"18 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139245550","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 : 2023-11-22DOI: 10.1177/00345237231216992
J. Trowsdale, Ursula Mckenna, Leslie J. Francis
The Imagineerium is an arts and engineering based curriculum project designed to enhance student confidence in learning. This study reports on the development of the Trowsdale Index of Confidence in Experiential Learning, an instrument designed to conceptualise and operationalise a four-component model of confidence in experiential learning appropriate for upper primary school students, embracing confidence in creativity, confidence in competence, confidence in collaboration, and confidence in learning. Data provided by 140 9- to 10-year-old students both before and after participating in the 10-week programme, demonstrated a significant increase in scores on this measure at time two, although there was no increase in scores on a control variable hypothesised not to be influenced by the intervention.
{"title":"Quantitative evaluation of The Imagineerium education project by students: Introducing the trowsdale index of confidence in experiential learning","authors":"J. Trowsdale, Ursula Mckenna, Leslie J. Francis","doi":"10.1177/00345237231216992","DOIUrl":"https://doi.org/10.1177/00345237231216992","url":null,"abstract":"The Imagineerium is an arts and engineering based curriculum project designed to enhance student confidence in learning. This study reports on the development of the Trowsdale Index of Confidence in Experiential Learning, an instrument designed to conceptualise and operationalise a four-component model of confidence in experiential learning appropriate for upper primary school students, embracing confidence in creativity, confidence in competence, confidence in collaboration, and confidence in learning. Data provided by 140 9- to 10-year-old students both before and after participating in the 10-week programme, demonstrated a significant increase in scores on this measure at time two, although there was no increase in scores on a control variable hypothesised not to be influenced by the intervention.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"74 3","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139246632","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 : 2023-11-08DOI: 10.1177/00345237231213575
Matthew Green, Alice Little, Elliot Dobson, Oscar Glover, Joshua Patterson
This paper critically reflects upon the experiences of three student researchers during a participatory research project conducted in an English sixth-form academy. Discussion is centred upon a research conversation involving three student researchers (aged 17 years) and two postgraduate researchers, from York St John University, UK. Collectively, critical insights are offered into the process of conducting education-based participatory research; leading to the identification of situations in which ethical challenges, tensions and power imbalances arose. Through reflection, attention is paid to how researchers can disrupt neoliberal educational agendas and create opportunities for democratic research. The narratives presented in this paper offer recommendations for facilitating more democratic research relationships, that centralise the valuing of all voices and promote collaborative approaches to research. Envisioning this ‘space’ for future research through adaptation of Freire's ‘culture circles’, the article concludes with suggestions of how researchers may work to humanise research relationships.
{"title":"Humanising research relationships: Democratising education-based enquiry with student researchers","authors":"Matthew Green, Alice Little, Elliot Dobson, Oscar Glover, Joshua Patterson","doi":"10.1177/00345237231213575","DOIUrl":"https://doi.org/10.1177/00345237231213575","url":null,"abstract":"This paper critically reflects upon the experiences of three student researchers during a participatory research project conducted in an English sixth-form academy. Discussion is centred upon a research conversation involving three student researchers (aged 17 years) and two postgraduate researchers, from York St John University, UK. Collectively, critical insights are offered into the process of conducting education-based participatory research; leading to the identification of situations in which ethical challenges, tensions and power imbalances arose. Through reflection, attention is paid to how researchers can disrupt neoliberal educational agendas and create opportunities for democratic research. The narratives presented in this paper offer recommendations for facilitating more democratic research relationships, that centralise the valuing of all voices and promote collaborative approaches to research. Envisioning this ‘space’ for future research through adaptation of Freire's ‘culture circles’, the article concludes with suggestions of how researchers may work to humanise research relationships.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"30 33","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135390510","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 : 2023-11-07DOI: 10.1177/00345237231213005
Rebecca Heaton
This article shares research, an empirical psychological case study, about cognition in higher degree art education. It proposes cognitive curation as a concept and practice that can develop knowledge and learning autonomy in and beyond the academy. Informed by the autoethnographic stories, interviews, and artworks of three academic art educators, this article’s research demonstrates how cognition and its curation can manifest and develop in the teaching, research, and practice of higher degree art education. Open coding and framework alignment (cognitive, nexus orientated and visual) helped understand, locate, and exemplify cognition and curation in the research. Informed by the data, this article acknowledges how movement, identities, and frameworks, as learning strategies, can help facilitate cognition and cognitive curation. Cognitive curation provides means to responsibly form and follow learning, it is consequently relevant to the arts, education, and life. Art education’s cognitive value is often questioned, this article dialogically contributes to the defense of its cognitive integrity whilst foregrounding cognitive curation.
{"title":"Curating cognition in higher degree art education","authors":"Rebecca Heaton","doi":"10.1177/00345237231213005","DOIUrl":"https://doi.org/10.1177/00345237231213005","url":null,"abstract":"This article shares research, an empirical psychological case study, about cognition in higher degree art education. It proposes cognitive curation as a concept and practice that can develop knowledge and learning autonomy in and beyond the academy. Informed by the autoethnographic stories, interviews, and artworks of three academic art educators, this article’s research demonstrates how cognition and its curation can manifest and develop in the teaching, research, and practice of higher degree art education. Open coding and framework alignment (cognitive, nexus orientated and visual) helped understand, locate, and exemplify cognition and curation in the research. Informed by the data, this article acknowledges how movement, identities, and frameworks, as learning strategies, can help facilitate cognition and cognitive curation. Cognitive curation provides means to responsibly form and follow learning, it is consequently relevant to the arts, education, and life. Art education’s cognitive value is often questioned, this article dialogically contributes to the defense of its cognitive integrity whilst foregrounding cognitive curation.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135479914","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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