Pub Date : 2022-01-20DOI: 10.1080/14681366.2021.2020885
Doris Santos
ABSTRACT This paper presents the results of a critical ethnography of literacy practices experienced by a group of university students, who perceived them as promoting social exclusion in the Colombian educational system. It also gives an account of their views about how this educational system could be more inclusive and contribute to peacebuilding in the country. Inspired by Paulo Freire’s understanding of literacy and Hannah Arendt’s political theory, the meaning reconstructive analysis of 46 stories reveals a thematic universe composed of three main categories: understandings of social exclusion from schooling experiences, types of social exclusion as lived in schooling, and social exclusion-related factors of literacy practices. Based on two discussion groups, and an analysis in the light of the theory of practice architectures, it is argued and empirically substantiated that ethical literacy, as a way of being-with-others, is a practice that must be at the core of an education for peace.
{"title":"Ethical literacy as a way of being-with-others: a critical ethnography in the field of education for peace in Colombia","authors":"Doris Santos","doi":"10.1080/14681366.2021.2020885","DOIUrl":"https://doi.org/10.1080/14681366.2021.2020885","url":null,"abstract":"ABSTRACT This paper presents the results of a critical ethnography of literacy practices experienced by a group of university students, who perceived them as promoting social exclusion in the Colombian educational system. It also gives an account of their views about how this educational system could be more inclusive and contribute to peacebuilding in the country. Inspired by Paulo Freire’s understanding of literacy and Hannah Arendt’s political theory, the meaning reconstructive analysis of 46 stories reveals a thematic universe composed of three main categories: understandings of social exclusion from schooling experiences, types of social exclusion as lived in schooling, and social exclusion-related factors of literacy practices. Based on two discussion groups, and an analysis in the light of the theory of practice architectures, it is argued and empirically substantiated that ethical literacy, as a way of being-with-others, is a practice that must be at the core of an education for peace.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45767452","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 : 2022-01-19DOI: 10.1080/14681366.2021.2024591
Michael D. Smith, C. Samuell
ABSTRACT With internationalisation continuing at an ever-increasing pace, Japan incentivises student mobility via study abroad (SA) programmes in the hope of cultivating the global human resources necessary for future economic growth. Against this background, proficiency in English emerges as a dominant linguistic and epistemic model, increasingly viewed as prerequisite to high-level employment. Seeking to address the sociological foundations of this practice, this inquiry incorporates ‘Western’ philosophical perspectives with Japanese academic voices to explore the market-driven imaginaries driving Japanese SA. Regarding behaviour, pressure falls on Japanese SA participants to follow implicit socialisation rules, whereby avoidance of co-national sojourners holds the potential to undermine deeply-held ways of being. Concerning learning, it is shown that, while ostensibly multicultural, the Japanese State maintains a preference for English when describing ‘the further development of Japan as a nation’, reinforcing essentialist-culturalist interpretations of SA and, indeed, foreign language. Finally, discourses surrounding post-sojourn benefits suffer from a lack of clarity and unrealistic targets that, in turn, subtly produce an informal–and, for many, unpayable–social debt between actor and state.
{"title":"Neoliberalism and the social imaginary: interpreting study abroad policy in Japanese higher education","authors":"Michael D. Smith, C. Samuell","doi":"10.1080/14681366.2021.2024591","DOIUrl":"https://doi.org/10.1080/14681366.2021.2024591","url":null,"abstract":"ABSTRACT With internationalisation continuing at an ever-increasing pace, Japan incentivises student mobility via study abroad (SA) programmes in the hope of cultivating the global human resources necessary for future economic growth. Against this background, proficiency in English emerges as a dominant linguistic and epistemic model, increasingly viewed as prerequisite to high-level employment. Seeking to address the sociological foundations of this practice, this inquiry incorporates ‘Western’ philosophical perspectives with Japanese academic voices to explore the market-driven imaginaries driving Japanese SA. Regarding behaviour, pressure falls on Japanese SA participants to follow implicit socialisation rules, whereby avoidance of co-national sojourners holds the potential to undermine deeply-held ways of being. Concerning learning, it is shown that, while ostensibly multicultural, the Japanese State maintains a preference for English when describing ‘the further development of Japan as a nation’, reinforcing essentialist-culturalist interpretations of SA and, indeed, foreign language. Finally, discourses surrounding post-sojourn benefits suffer from a lack of clarity and unrealistic targets that, in turn, subtly produce an informal–and, for many, unpayable–social debt between actor and state.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48630403","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 : 2022-01-16DOI: 10.1080/14681366.2022.2026454
T. Tran
ABSTRACT In recent years, the Vietnamese Government has endeavoured to modernise its higher education sector. While there have been polarised claims made over teaching and learning approaches in Vietnamese higher education (VHE), exploring the students’ and teachers’ perceptions, in a bottom-up approach, is important. Using a mixed method approach, this study explored teachers’ and students’ perceptions of how teaching could be conducted to facilitate learning. The study revealed that there are both similarities and disparities between teachers’ and students’ perceptions of which teaching approaches foster student learning. The study throws some more light onto diversity in teaching practices in Vietnamese universities. It suggests that teaching and learning practices in VHE are diverse, questioning some stereotypes of teaching and learning in VHE.
{"title":"Exploring students’ and teachers’ perceptions of teaching-debunking some stereotypes of teaching and learning in Vietnamese higher education","authors":"T. Tran","doi":"10.1080/14681366.2022.2026454","DOIUrl":"https://doi.org/10.1080/14681366.2022.2026454","url":null,"abstract":"ABSTRACT In recent years, the Vietnamese Government has endeavoured to modernise its higher education sector. While there have been polarised claims made over teaching and learning approaches in Vietnamese higher education (VHE), exploring the students’ and teachers’ perceptions, in a bottom-up approach, is important. Using a mixed method approach, this study explored teachers’ and students’ perceptions of how teaching could be conducted to facilitate learning. The study revealed that there are both similarities and disparities between teachers’ and students’ perceptions of which teaching approaches foster student learning. The study throws some more light onto diversity in teaching practices in Vietnamese universities. It suggests that teaching and learning practices in VHE are diverse, questioning some stereotypes of teaching and learning in VHE.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41640685","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 : 2022-01-11DOI: 10.1080/14681366.2022.2026455
H. Pattison
ABSTRACT This paper uses qualitative data from a survey of Higher Education students, who are also parents, to reveal changing attitudes towards, and perceptions of, education during the pandemic school closures in England. Thematic analysis reveals the stresses of ‘homeschooling’ and how parents reacted and adapted to these, including adjusting ideas around education. This adaptation mirrors the changing attitudes of parents found in pre-pandemic home education. The paper suggests that post pandemic education could be enriched by taking forward some of these ideas, particularly greater flexibility, personalisation and child autonomy in education.
{"title":"“Lessons from lockdown: could pandemic schooling help change education?”","authors":"H. Pattison","doi":"10.1080/14681366.2022.2026455","DOIUrl":"https://doi.org/10.1080/14681366.2022.2026455","url":null,"abstract":"ABSTRACT This paper uses qualitative data from a survey of Higher Education students, who are also parents, to reveal changing attitudes towards, and perceptions of, education during the pandemic school closures in England. Thematic analysis reveals the stresses of ‘homeschooling’ and how parents reacted and adapted to these, including adjusting ideas around education. This adaptation mirrors the changing attitudes of parents found in pre-pandemic home education. The paper suggests that post pandemic education could be enriched by taking forward some of these ideas, particularly greater flexibility, personalisation and child autonomy in education.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42812524","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 : 2022-01-07DOI: 10.1080/14681366.2022.2025543
Aunyarat Tandamrong, G. Parr
ABSTRACT In 1999, the western concept of ‘Learner-Centred Education’ (LCE) was nationally mandated for schools and universities across Thailand. Most early research into this mandate portrayed Thai teachers in deficit terms, suggesting they were unwilling or unable to implement government policy. Such studies often underappreciated the range of cultural, institutional, and historical factors that were mediating the teachers’ practices. This narrative-based qualitative case study reflexively investigates how four university teachers of English as a Foreign Language (EFL) from three contrasting universities in Thailand negotiated socio-cultural and institutional factors to successfully implement the national mandate of LCE. The study analyses a range of narrative-based qualitative data to show how the teachers were able to differentiate teaching approaches, respect student diversity and independence, and promote dialogic teaching and learning. It also argues for the importance of ongoing professional learning to support teachers’ implementation of LCE.
{"title":"Negotiating learner-centred education as a national mandate: a case study of EFL teachers in Thai universities","authors":"Aunyarat Tandamrong, G. Parr","doi":"10.1080/14681366.2022.2025543","DOIUrl":"https://doi.org/10.1080/14681366.2022.2025543","url":null,"abstract":"ABSTRACT In 1999, the western concept of ‘Learner-Centred Education’ (LCE) was nationally mandated for schools and universities across Thailand. Most early research into this mandate portrayed Thai teachers in deficit terms, suggesting they were unwilling or unable to implement government policy. Such studies often underappreciated the range of cultural, institutional, and historical factors that were mediating the teachers’ practices. This narrative-based qualitative case study reflexively investigates how four university teachers of English as a Foreign Language (EFL) from three contrasting universities in Thailand negotiated socio-cultural and institutional factors to successfully implement the national mandate of LCE. The study analyses a range of narrative-based qualitative data to show how the teachers were able to differentiate teaching approaches, respect student diversity and independence, and promote dialogic teaching and learning. It also argues for the importance of ongoing professional learning to support teachers’ implementation of LCE.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41911323","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 : 2021-12-30DOI: 10.1080/14681366.2021.1998794
Fride Haram Klykken
ABSTRACT Asking ‘How do spatial and bodily processes produce teaching as a phenomenon?’ this paper approaches ‘teaching’ as a relational, spatial and bodily encounter. Findings from a video-based ethnographic account of everyday teaching situations in a Norwegian upper secondary classroom are explored using an analytical framework inspired by feminist perspectives on bodies. The argument made is that material organisations of social practices are politically and ethically charged. A series of pedagogical encounters are mapped and discussed by engaging the concepts of affect, orientation and alignment. The article demonstrates that one recurring material relation was the collective orientation towards a configuration of the boundaries for ‘doing school’. The bodily and spatial practice of aligning with the local configuration of response-abilities is proposed as a material relation that actively contributed to producing teaching as a phenomenon.
{"title":"‘Are we going to do that now?’ Orientations and response-abilities in the embodied classroom","authors":"Fride Haram Klykken","doi":"10.1080/14681366.2021.1998794","DOIUrl":"https://doi.org/10.1080/14681366.2021.1998794","url":null,"abstract":"ABSTRACT Asking ‘How do spatial and bodily processes produce teaching as a phenomenon?’ this paper approaches ‘teaching’ as a relational, spatial and bodily encounter. Findings from a video-based ethnographic account of everyday teaching situations in a Norwegian upper secondary classroom are explored using an analytical framework inspired by feminist perspectives on bodies. The argument made is that material organisations of social practices are politically and ethically charged. A series of pedagogical encounters are mapped and discussed by engaging the concepts of affect, orientation and alignment. The article demonstrates that one recurring material relation was the collective orientation towards a configuration of the boundaries for ‘doing school’. The bodily and spatial practice of aligning with the local configuration of response-abilities is proposed as a material relation that actively contributed to producing teaching as a phenomenon.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"31 1","pages":"1079 - 1095"},"PeriodicalIF":2.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44240724","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 : 2021-12-19DOI: 10.1080/14681366.2021.2018723
Michalinos Zembylas
ABSTRACT The aim of this paper is to bring into conversation the concept of ‘affective witnessing’ and the notion of ‘vulnerability’ as an affective relation to reconceptualise the framework for understanding affective witnessing of vulnerability in pedagogical theory and practice. In particular, the paper explores how paying close attention to affectivity and embodied knowledge in the practice of witnessing vulnerability in educational settings – particularly in the context of new media forms, platforms, devices and infrastructures – may expand possibilities for engaging students in transformative action that challenges inequality and injustice. It is argued that providing opportunities for students to engage in ‘faithful witnessing’ – that is, witnessing as an act of aligning oneself with oppressed peoples and taking action against inequality and injustice – requires taking into consideration the affective dynamics of witnessing human vulnerability.
{"title":"Navigating the Affective Aspects of Vulnerability in Our Times: Faithful Affective Witnessing as Pedagogical Theory and Practice","authors":"Michalinos Zembylas","doi":"10.1080/14681366.2021.2018723","DOIUrl":"https://doi.org/10.1080/14681366.2021.2018723","url":null,"abstract":"ABSTRACT The aim of this paper is to bring into conversation the concept of ‘affective witnessing’ and the notion of ‘vulnerability’ as an affective relation to reconceptualise the framework for understanding affective witnessing of vulnerability in pedagogical theory and practice. In particular, the paper explores how paying close attention to affectivity and embodied knowledge in the practice of witnessing vulnerability in educational settings – particularly in the context of new media forms, platforms, devices and infrastructures – may expand possibilities for engaging students in transformative action that challenges inequality and injustice. It is argued that providing opportunities for students to engage in ‘faithful witnessing’ – that is, witnessing as an act of aligning oneself with oppressed peoples and taking action against inequality and injustice – requires taking into consideration the affective dynamics of witnessing human vulnerability.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2021-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45447431","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 : 2021-12-17DOI: 10.1080/14681366.2021.1942655
Nicholas Stock, Ryan Wilkinson, J. McDougall
{"title":"Jean Baudrillard and radical education theory. Turning right to go left","authors":"Nicholas Stock, Ryan Wilkinson, J. McDougall","doi":"10.1080/14681366.2021.1942655","DOIUrl":"https://doi.org/10.1080/14681366.2021.1942655","url":null,"abstract":"","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2021-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42738439","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 : 2021-12-13DOI: 10.1080/14681366.2021.2011386
José Brás
ABSTRACT Drawing on ubuntu philosophy and notions of otherness, this paper and refers to, but is not limited to, the South African experience. In a relatively humanising turn, Ubuntu draws our attention to wider forms of interdependence with all that surrounds us: the dead, the living and the yet unborn, the physical and social environment, what is closest to us and furthest from us, the visible and the invisible. In this world of neoliberal globalisation, ubuntu emerges as an ecopolitical alternative. It is a form of knowledge that makes us more humane. To explore the educational legacies of Post-Colonial Africa, the following questions were asked: in the field of peace education, do we have more to learn from the culture of the ruler or of the ruled? However, ubuntu philosophy potentially represents an invaluable contribution to the education of anew humanity capable of implementing perpetual peace.
{"title":"For an epistemic decolonisation of education from the ubuntu philosophy","authors":"José Brás","doi":"10.1080/14681366.2021.2011386","DOIUrl":"https://doi.org/10.1080/14681366.2021.2011386","url":null,"abstract":"ABSTRACT Drawing on ubuntu philosophy and notions of otherness, this paper and refers to, but is not limited to, the South African experience. In a relatively humanising turn, Ubuntu draws our attention to wider forms of interdependence with all that surrounds us: the dead, the living and the yet unborn, the physical and social environment, what is closest to us and furthest from us, the visible and the invisible. In this world of neoliberal globalisation, ubuntu emerges as an ecopolitical alternative. It is a form of knowledge that makes us more humane. To explore the educational legacies of Post-Colonial Africa, the following questions were asked: in the field of peace education, do we have more to learn from the culture of the ruler or of the ruled? However, ubuntu philosophy potentially represents an invaluable contribution to the education of anew humanity capable of implementing perpetual peace.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2021-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47625560","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 : 2021-12-09DOI: 10.1080/14681366.2021.2007987
Catherine Vanner, Salsabel Almanssori
ABSTRACT This article centres on students’ experiences and recommendations regarding how Canadian secondary schools can enhance the critical consciousness of young people about gender-based violence (GBV). We describe findings from three participatory art-based workshops with adolescents in Saskatchewan, Ontario, and Nova Scotia. When asked what they wanted teachers to know when teaching about GBV issues, participants expressed the importance of strong teacher-student and student-student relationships, approaching GBV education in ways that addresses its scope, root causes, and impact on survivors, imparting practical knowledge for GBV prevention, response, and resistance, and providing students opportunities for agency and leadership. Findings were situated within a feminist intersectional lens and indicated that adolescent girls continue to live with GBV, experiencing harassment, discrimination, and discomfort and that, for Indigenous girls, experiences of GBV were compounded by racist and colonial violence experienced in and out of school. These experiences of violence contradicted the safe and caring learning environments that participants called for.
{"title":"‘The whole truth’: student perspectives on how Canadian teachers should teach about gender-based violence","authors":"Catherine Vanner, Salsabel Almanssori","doi":"10.1080/14681366.2021.2007987","DOIUrl":"https://doi.org/10.1080/14681366.2021.2007987","url":null,"abstract":"ABSTRACT This article centres on students’ experiences and recommendations regarding how Canadian secondary schools can enhance the critical consciousness of young people about gender-based violence (GBV). We describe findings from three participatory art-based workshops with adolescents in Saskatchewan, Ontario, and Nova Scotia. When asked what they wanted teachers to know when teaching about GBV issues, participants expressed the importance of strong teacher-student and student-student relationships, approaching GBV education in ways that addresses its scope, root causes, and impact on survivors, imparting practical knowledge for GBV prevention, response, and resistance, and providing students opportunities for agency and leadership. Findings were situated within a feminist intersectional lens and indicated that adolescent girls continue to live with GBV, experiencing harassment, discrimination, and discomfort and that, for Indigenous girls, experiences of GBV were compounded by racist and colonial violence experienced in and out of school. These experiences of violence contradicted the safe and caring learning environments that participants called for.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46064425","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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