Pub Date : 2021-12-03DOI: 10.1080/14681366.2021.2012240
Alejandro S. Bernardo
ABSTRACT This paper is an initial attempt to characterise the schoolscape of a four-century old higher education institution in the Philippines and the oldest existing university in Asia, The Royal, Catholic, and Pontifical University of Santo Tomas (UST). Through a systematic inventory of 2,410 visual signs, the analysis of the functional sign categorisations, the sign distributions (i.e., top-down and bottom-up), and the languages (un)represented in the UST schoolscape was conducted. The critical approach to language ideology and the linguistic landscape approach likewise afforded the present study an analytic lens that examines the schoolscape of UST that is able to project messages about the school’s hidden curriculum and the language ideologies it promotes and legitimises. The study offers a discussion on the position of English in the university schoolscape and how it seems to have othered, silenced, and peripheralized Philippine languages.
{"title":"The position of languages in the schoolscape: the case of the oldest university in the Philippines and in Asia","authors":"Alejandro S. Bernardo","doi":"10.1080/14681366.2021.2012240","DOIUrl":"https://doi.org/10.1080/14681366.2021.2012240","url":null,"abstract":"ABSTRACT This paper is an initial attempt to characterise the schoolscape of a four-century old higher education institution in the Philippines and the oldest existing university in Asia, The Royal, Catholic, and Pontifical University of Santo Tomas (UST). Through a systematic inventory of 2,410 visual signs, the analysis of the functional sign categorisations, the sign distributions (i.e., top-down and bottom-up), and the languages (un)represented in the UST schoolscape was conducted. The critical approach to language ideology and the linguistic landscape approach likewise afforded the present study an analytic lens that examines the schoolscape of UST that is able to project messages about the school’s hidden curriculum and the language ideologies it promotes and legitimises. The study offers a discussion on the position of English in the university schoolscape and how it seems to have othered, silenced, and peripheralized Philippine languages.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2021-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45381022","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 : 2021-11-27DOI: 10.1080/14681366.2021.2010121
L. Doak
ABSTRACT Children and young people with learning disabilities may not acquire the independent reading and writing skills which are conflated with ‘literacy’ in international educational policy, calling into question what ‘literacy’ means in the context of ‘special education’. Existing literature explores teacher perspectives, but less is known about parent views. This study conducts semi-structured interviews with two mothers of learning disabled children, drawing on Critical Discourse Analysis to trace inflections of policy, theory and practice-based discourses in their talk as they attempt to construct a meaningful version of ‘literacy’ in their children’s lives. It is argued that parents may align either with conventional discourses of autonomous literacy currently favoured in policy – which may result in disappointment at the child’s ‘inability’ – or with more expansive notions of ‘inclusive literacy’ which challenge and subvert conventional understandings of literate practice. Parental positioning, subjectivity and practice are interwoven with underpinning discursive constructions of ‘literacy’.
{"title":"‘To start talking phonics is crazy’: how parents understand ‘literacy’ in the lives of children with learning disabilities","authors":"L. Doak","doi":"10.1080/14681366.2021.2010121","DOIUrl":"https://doi.org/10.1080/14681366.2021.2010121","url":null,"abstract":"ABSTRACT Children and young people with learning disabilities may not acquire the independent reading and writing skills which are conflated with ‘literacy’ in international educational policy, calling into question what ‘literacy’ means in the context of ‘special education’. Existing literature explores teacher perspectives, but less is known about parent views. This study conducts semi-structured interviews with two mothers of learning disabled children, drawing on Critical Discourse Analysis to trace inflections of policy, theory and practice-based discourses in their talk as they attempt to construct a meaningful version of ‘literacy’ in their children’s lives. It is argued that parents may align either with conventional discourses of autonomous literacy currently favoured in policy – which may result in disappointment at the child’s ‘inability’ – or with more expansive notions of ‘inclusive literacy’ which challenge and subvert conventional understandings of literate practice. Parental positioning, subjectivity and practice are interwoven with underpinning discursive constructions of ‘literacy’.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"1 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2021-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42328207","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 : 2021-11-27DOI: 10.1080/14681366.2021.2007986
Konstanze Spohrer
ABSTRACT Character education has enjoyed renewed interest both in the United Kingdom and in other parts of the world. However, to date, few studies have examined how character education is enacted ‘in situ’. Drawing on data from a study in three English secondary schools, this paper traces how political and scientific discourses on character are mobilised in educational practice. Employing a discourse analytic reading of teachers’ and school managers’ interview accounts, the paper examines how different semantics of character were drawn upon, negotiated, and assembled with a focus on the construction of the subject. It was found that, depending on the school context, the participants foregrounded an ethical-culturalist or psycho-economic semantics or blended both. While the construction of a strong and self-steering subject was prominent, normative ideas of what it means to be a good person were also highlighted and suggest that local enactments of character education go beyond mere instrumentalist aims of shaping a productive workforce. The paper concludes with some reflections on the opportunities and dangers of an intensified focus on the reflexive capacities of the individual.
{"title":"Resilience, self-discipline and good deeds – examining enactments of character education in English secondary schools","authors":"Konstanze Spohrer","doi":"10.1080/14681366.2021.2007986","DOIUrl":"https://doi.org/10.1080/14681366.2021.2007986","url":null,"abstract":"ABSTRACT Character education has enjoyed renewed interest both in the United Kingdom and in other parts of the world. However, to date, few studies have examined how character education is enacted ‘in situ’. Drawing on data from a study in three English secondary schools, this paper traces how political and scientific discourses on character are mobilised in educational practice. Employing a discourse analytic reading of teachers’ and school managers’ interview accounts, the paper examines how different semantics of character were drawn upon, negotiated, and assembled with a focus on the construction of the subject. It was found that, depending on the school context, the participants foregrounded an ethical-culturalist or psycho-economic semantics or blended both. While the construction of a strong and self-steering subject was prominent, normative ideas of what it means to be a good person were also highlighted and suggest that local enactments of character education go beyond mere instrumentalist aims of shaping a productive workforce. The paper concludes with some reflections on the opportunities and dangers of an intensified focus on the reflexive capacities of the individual.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2021-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46553333","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 : 2021-11-18DOI: 10.1080/14681366.2021.2001560
Azz-Eddine Diouani
ABSTRACT This article explores the interplay between English language proficiency and social class. First, it discusses flaws in cognitive approaches to English language learning and applied linguistics. It then calls for the cultivation of a more holistic approach to learners’ motivation and language achievement as the product of both micro and macro structures shaping the material worlds of EFL learners. Finally, built on qualitative evidence, the article suggests that while learners’ parents were not involved in assisting their children with English language learning, the cultural objects available within the EFL learners’ home environments seemed to develop their learning and agency significantly.
{"title":"The role of cultural capital in enhancing EFL learners’ proficiency: putting Bourdieu to the test","authors":"Azz-Eddine Diouani","doi":"10.1080/14681366.2021.2001560","DOIUrl":"https://doi.org/10.1080/14681366.2021.2001560","url":null,"abstract":"ABSTRACT This article explores the interplay between English language proficiency and social class. First, it discusses flaws in cognitive approaches to English language learning and applied linguistics. It then calls for the cultivation of a more holistic approach to learners’ motivation and language achievement as the product of both micro and macro structures shaping the material worlds of EFL learners. Finally, built on qualitative evidence, the article suggests that while learners’ parents were not involved in assisting their children with English language learning, the cultural objects available within the EFL learners’ home environments seemed to develop their learning and agency significantly.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"31 1","pages":"1115 - 1132"},"PeriodicalIF":2.0,"publicationDate":"2021-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46270212","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 : 2021-11-02DOI: 10.1080/14681366.2021.1990987
R. Dawkins
ABSTRACT There is an uncomfortable moment in the podcast, The Ballad of Billy Balls, that prompted me to think about a podcasting course I teach, and my approach to the emotional aspects of some of my students’ own non-fiction stories. This article reflects on the course’s first iteration from the perspective of Boler’s pedagogies of discomfort and emotion. What became clear is that providing opportunities for students to engage with emotion and discomfort aids the development of their personal growth; yet, my approach to ethics in this course was preventing students from engaging with emotional aspects of their stories. After establishing the value of discomfort and emotion, this article presents teaching activities for the second iteration of the course. These activities are developed from my reflection and, following practitioners of speculative practice, they are designed to encourage students’ exploration of emotion and discomfort and my own pedagogical experimentation in the classroom.
{"title":"Reflecting on the ethical terrain of university students’ narrative non-fiction podcasts and exploring the value of emotion and discomfort in higher education","authors":"R. Dawkins","doi":"10.1080/14681366.2021.1990987","DOIUrl":"https://doi.org/10.1080/14681366.2021.1990987","url":null,"abstract":"ABSTRACT There is an uncomfortable moment in the podcast, The Ballad of Billy Balls, that prompted me to think about a podcasting course I teach, and my approach to the emotional aspects of some of my students’ own non-fiction stories. This article reflects on the course’s first iteration from the perspective of Boler’s pedagogies of discomfort and emotion. What became clear is that providing opportunities for students to engage with emotion and discomfort aids the development of their personal growth; yet, my approach to ethics in this course was preventing students from engaging with emotional aspects of their stories. After establishing the value of discomfort and emotion, this article presents teaching activities for the second iteration of the course. These activities are developed from my reflection and, following practitioners of speculative practice, they are designed to encourage students’ exploration of emotion and discomfort and my own pedagogical experimentation in the classroom.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"31 1","pages":"1039 - 1058"},"PeriodicalIF":2.0,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43221365","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 : 2021-11-02DOI: 10.1080/14681366.2021.2000012
Catherine Phipps, Christopher John Blackall
ABSTRACT This case-study analyses the experiences of a trans pupil and teacher in a UK- secondary school. It aims to better understand cultural cisgenderism in schools, the acceptance – or lack thereof – of gender expansiveness, and the extent to which school policies are useful to challenge cisnormative gender regimes. Semi-structured interviews were conducted with the trans pupil and teacher and were analysed thematically. Document analysis of the school’s equality and diversity policy was also conducted. Findings revealed that cultural cisgenderism and cisnormativity are embedded into the school culture, with gender structures evident in several areas, leading to trans marginalisation. There was also evidence that both teachers and pupils may contribute to exclusionary and reactive environments, where accommodations are provided only when a trans pupil is visible. This research may be useful for those working in schools to critique policies and practices and create positive change for trans pupils.
{"title":"‘I wasn’t allowed to join the boys’: The ideology of cultural cisgenderism in a UK school","authors":"Catherine Phipps, Christopher John Blackall","doi":"10.1080/14681366.2021.2000012","DOIUrl":"https://doi.org/10.1080/14681366.2021.2000012","url":null,"abstract":"ABSTRACT This case-study analyses the experiences of a trans pupil and teacher in a UK- secondary school. It aims to better understand cultural cisgenderism in schools, the acceptance – or lack thereof – of gender expansiveness, and the extent to which school policies are useful to challenge cisnormative gender regimes. Semi-structured interviews were conducted with the trans pupil and teacher and were analysed thematically. Document analysis of the school’s equality and diversity policy was also conducted. Findings revealed that cultural cisgenderism and cisnormativity are embedded into the school culture, with gender structures evident in several areas, leading to trans marginalisation. There was also evidence that both teachers and pupils may contribute to exclusionary and reactive environments, where accommodations are provided only when a trans pupil is visible. This research may be useful for those working in schools to critique policies and practices and create positive change for trans pupils.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"31 1","pages":"1097 - 1114"},"PeriodicalIF":2.0,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47877132","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 : 2021-10-27DOI: 10.1080/14681366.2021.1990988
Maggie Pitfield, Francis Gilbert, Claudia Asamoah Boateng, Camilla Stanger
ABSTRACT In this article the authors explore the phenomenon of ‘selective amnesia’ as it relates to education. We define this as a politically engineered loss of collective memory, both curricular and pedagogic, which has adversely affected what teachers and teacher-educators do. Through an intergenerational dialogue between four secondary English teachers/teacher-educators, we invoke the power of memory to explore alternatives to currently dominant narratives in English teaching. Our starting point is ‘what exactly has been forgotten?’ 1 From there we move on to consider the underlying principles and values of the different model of English that emerges from our collective memory, and discuss how this might engage with policy in order to identify new forms and ideas. We propose that, for those involved in English teaching and teacher education in the here and now, memory has both a critical and motivational role to play.
{"title":"Selective amnesia and the political act of remembering English teaching","authors":"Maggie Pitfield, Francis Gilbert, Claudia Asamoah Boateng, Camilla Stanger","doi":"10.1080/14681366.2021.1990988","DOIUrl":"https://doi.org/10.1080/14681366.2021.1990988","url":null,"abstract":"ABSTRACT In this article the authors explore the phenomenon of ‘selective amnesia’ as it relates to education. We define this as a politically engineered loss of collective memory, both curricular and pedagogic, which has adversely affected what teachers and teacher-educators do. Through an intergenerational dialogue between four secondary English teachers/teacher-educators, we invoke the power of memory to explore alternatives to currently dominant narratives in English teaching. Our starting point is ‘what exactly has been forgotten?’ 1 From there we move on to consider the underlying principles and values of the different model of English that emerges from our collective memory, and discuss how this might engage with policy in order to identify new forms and ideas. We propose that, for those involved in English teaching and teacher education in the here and now, memory has both a critical and motivational role to play.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"31 1","pages":"1059 - 1077"},"PeriodicalIF":2.0,"publicationDate":"2021-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48706144","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 : 2021-10-27DOI: 10.1080/14681366.2021.1996956
Geoff Bunn, S. Langer
{"title":"The sublime object of education","authors":"Geoff Bunn, S. Langer","doi":"10.1080/14681366.2021.1996956","DOIUrl":"https://doi.org/10.1080/14681366.2021.1996956","url":null,"abstract":"","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"31 1","pages":"883 - 885"},"PeriodicalIF":2.0,"publicationDate":"2021-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47305257","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 : 2021-10-26DOI: 10.1080/14681366.2021.1987975
L. Allen
ABSTRACT Is it ethical to want students to become non-queerphobic as an outcome of our teaching? This question is situated within thinking about teaching for social justice. It takes an event where a student challenges a course’s queer pedagogy and thinks with it to expose ‘the inherent paradox of education’. This is the notion that in its desires for individual and social transformation, education presumes to know how students should behave and how the world should be. The paper considers how educators might approach this paradox more ethically. It argues for a reconceptualisation of education as an ‘uncertain event’ that involves approaching teaching without preconceived agendas about what educational encounters will eventuate. It also involves a reconfiguration of ethics and education, where ethics is understood as implied rather than applied. This rearrangement invites educators to engage in a sensible orientation to teaching where attention is paid to its nuances, textures and complexities..
{"title":"The paradox of education and teaching sexualities with uncertainty","authors":"L. Allen","doi":"10.1080/14681366.2021.1987975","DOIUrl":"https://doi.org/10.1080/14681366.2021.1987975","url":null,"abstract":"ABSTRACT Is it ethical to want students to become non-queerphobic as an outcome of our teaching? This question is situated within thinking about teaching for social justice. It takes an event where a student challenges a course’s queer pedagogy and thinks with it to expose ‘the inherent paradox of education’. This is the notion that in its desires for individual and social transformation, education presumes to know how students should behave and how the world should be. The paper considers how educators might approach this paradox more ethically. It argues for a reconceptualisation of education as an ‘uncertain event’ that involves approaching teaching without preconceived agendas about what educational encounters will eventuate. It also involves a reconfiguration of ethics and education, where ethics is understood as implied rather than applied. This rearrangement invites educators to engage in a sensible orientation to teaching where attention is paid to its nuances, textures and complexities..","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"31 1","pages":"1005 - 1019"},"PeriodicalIF":2.0,"publicationDate":"2021-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48003591","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 : 2021-10-26DOI: 10.1080/14681366.2021.1989709
Nicole Land
ABSTRACT This article debates how muscles happen in early childhood education. Drawing on post-developmental pedagogies and feminist science studies, this article integrates moments from a pedagogical inquiry with movement in early childhood education to trace how muscles matter as complex and active ethical, political, and pedagogical concerns. After elaborating how muscles are understood in dominant Canadian pedagogical resources, I think with feminist science studies and post-developmental pedagogies to consider how muscles can be thought as an active undertaking. Then, the diaphragm muscle is mobilised to explore how physiological understandings of muscles might raise questions of muscle consequence, ongoingness, and access and activation, which extend into questions of perceptibility, process, and participation. I conclude by discussing how a focus on ‘muscling’ illuminates how pedagogical intentions can make muscles differently perceptible and emphasise the ethical and political complexities of doing muscling in everyday mo(ve)ments in early childhood.
{"title":"Doing muscling pedagogies with children (and with diaphragms, cold season, physiological knowledges, and fans)","authors":"Nicole Land","doi":"10.1080/14681366.2021.1989709","DOIUrl":"https://doi.org/10.1080/14681366.2021.1989709","url":null,"abstract":"ABSTRACT This article debates how muscles happen in early childhood education. Drawing on post-developmental pedagogies and feminist science studies, this article integrates moments from a pedagogical inquiry with movement in early childhood education to trace how muscles matter as complex and active ethical, political, and pedagogical concerns. After elaborating how muscles are understood in dominant Canadian pedagogical resources, I think with feminist science studies and post-developmental pedagogies to consider how muscles can be thought as an active undertaking. Then, the diaphragm muscle is mobilised to explore how physiological understandings of muscles might raise questions of muscle consequence, ongoingness, and access and activation, which extend into questions of perceptibility, process, and participation. I conclude by discussing how a focus on ‘muscling’ illuminates how pedagogical intentions can make muscles differently perceptible and emphasise the ethical and political complexities of doing muscling in everyday mo(ve)ments in early childhood.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"31 1","pages":"1021 - 1038"},"PeriodicalIF":2.0,"publicationDate":"2021-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47853453","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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