Pub Date : 2024-05-28DOI: 10.1177/14782103241255431
Jason E Saltmarsh
District leaders in school choice contexts tend to overlook the many hidden costs of selecting schools in terms of mobility, time, liquidity, and labor. Meanwhile, a body of literature on school choice policies and cultural, social, and political capital shows that middle-class parents use the resources they possess to get the school access they want. In this study, I critically examine the complex interplay between school choice policies and forms of capital. This analysis extends our empirical understanding of the political dimensions of families’ school choices—the way parent resources, relationships, and strategies determine “who gets what, when, and how” (Laswell, 1936) in terms of schooling opportunities, and way these policies help structure disproportionate school access. By attending to families’ affordances of cultural, social, and political capital in studies of school choice, authorities may be more likely to design choice supports that address some demand-side inequities.
{"title":"Unwritten ground rules of school choice: Excavating capital as a regulator of access to educational goods","authors":"Jason E Saltmarsh","doi":"10.1177/14782103241255431","DOIUrl":"https://doi.org/10.1177/14782103241255431","url":null,"abstract":"District leaders in school choice contexts tend to overlook the many hidden costs of selecting schools in terms of mobility, time, liquidity, and labor. Meanwhile, a body of literature on school choice policies and cultural, social, and political capital shows that middle-class parents use the resources they possess to get the school access they want. In this study, I critically examine the complex interplay between school choice policies and forms of capital. This analysis extends our empirical understanding of the political dimensions of families’ school choices—the way parent resources, relationships, and strategies determine “who gets what, when, and how” (Laswell, 1936) in terms of schooling opportunities, and way these policies help structure disproportionate school access. By attending to families’ affordances of cultural, social, and political capital in studies of school choice, authorities may be more likely to design choice supports that address some demand-side inequities.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141165940","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 : 2024-05-27DOI: 10.1177/14782103241256018
Ben Fenton-Smith, Laura Gurney
National internationalization strategies are produced by governments to frame and drive their internationalization agendas. They are relatively new, but growing in number. This paper contributes to an emerging strand of international education research: that of discursive policy analysis. We analyse the Australian Strategy for International Education (ASIE) 2021–2030, drawing on Bacchi and Goodwin’s ‘ What’s the problem represented to be?’ framework and ask what ‘problems’ are discursively constructed by the ASIE, what assumptions underlie these representations, and how the representations have come about. Our analysis reveals that deeply rooted assumptions govern the strategy in relation to six key themes: marketisation, sustainability, domestic labour, national security, international student wellbeing and international student identity. We demonstrate that the commercial orientation of the ASIE is historically contingent and precludes alternative ways of imagining international education.
国家国际化战略是由各国政府制定的，旨在制定和推动其国际化议程。这些战略相对较新，但数量在不断增加。本文为国际教育研究的一个新兴分支：话语政策分析做出了贡献。我们分析了《澳大利亚 2021-2030 年国际教育战略》（Australian Strategy for International Education，ASIE），借鉴了 Bacchi 和 Goodwin 的 "问题表述是什么 "框架，并询问《澳大利亚 2021-2030 年国际教育战略》在话语上构建了哪些 "问题"，这些表述基于哪些假设，以及这些表述是如何产生的。我们的分析表明，根深蒂固的假设支配着与六个关键主题有关的战略：市场化、可持续性、国内劳工、国家安全、留学生福利和留学生身份。我们证明了 ASIE 的商业导向具有历史偶然性，并排除了想象国际教育的其他方式。
{"title":"A critical policy analysis of the Australian Strategy for International Education 2021–2030","authors":"Ben Fenton-Smith, Laura Gurney","doi":"10.1177/14782103241256018","DOIUrl":"https://doi.org/10.1177/14782103241256018","url":null,"abstract":"National internationalization strategies are produced by governments to frame and drive their internationalization agendas. They are relatively new, but growing in number. This paper contributes to an emerging strand of international education research: that of discursive policy analysis. We analyse the Australian Strategy for International Education (ASIE) 2021–2030, drawing on Bacchi and Goodwin’s ‘ What’s the problem represented to be?’ framework and ask what ‘problems’ are discursively constructed by the ASIE, what assumptions underlie these representations, and how the representations have come about. Our analysis reveals that deeply rooted assumptions govern the strategy in relation to six key themes: marketisation, sustainability, domestic labour, national security, international student wellbeing and international student identity. We demonstrate that the commercial orientation of the ASIE is historically contingent and precludes alternative ways of imagining international education.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141165941","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 : 2024-05-22DOI: 10.1177/14782103241255855
Louis Volante, Christopher DeLuca, Nicole Barnes, M. Birenbaum, Megan Kimber, Martha Koch, Anne Looney, Jenny Poskitt, Kari Smith, Claire Wyatt‐Smith
This paper discusses the evolution of assessment for learning (AfL) across the globe with particular attention given to Western educational jurisdictions. Scholars from Australia, Canada, Ireland, Israel, New Zealand, Norway, and the United States discuss prominent assessment reforms within their respective countries over the last decade. Particular attention is given to the impact of the pandemic as well as technological developments for classroom assessment policies and practices. Ongoing tensions that exist between AfL and summative forms of assessment within national policy initiatives are also revisited in relation to the seminal version of this article published 10 years ago.
{"title":"International trends in the implementation of assessment for learning revisited: Implications for policy and practice in a post-COVID world","authors":"Louis Volante, Christopher DeLuca, Nicole Barnes, M. Birenbaum, Megan Kimber, Martha Koch, Anne Looney, Jenny Poskitt, Kari Smith, Claire Wyatt‐Smith","doi":"10.1177/14782103241255855","DOIUrl":"https://doi.org/10.1177/14782103241255855","url":null,"abstract":"This paper discusses the evolution of assessment for learning (AfL) across the globe with particular attention given to Western educational jurisdictions. Scholars from Australia, Canada, Ireland, Israel, New Zealand, Norway, and the United States discuss prominent assessment reforms within their respective countries over the last decade. Particular attention is given to the impact of the pandemic as well as technological developments for classroom assessment policies and practices. Ongoing tensions that exist between AfL and summative forms of assessment within national policy initiatives are also revisited in relation to the seminal version of this article published 10 years ago.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141112993","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 : 2024-05-21DOI: 10.1177/14782103241255428
G. Boysen
Universal Design for Learning (UDL) is a highly influential source of educational policy. CAST, a nonprofit educational organization, created UDL guidelines that they claim have a basis in research on learning, cognitive psychology, and the brain. The purpose of the current research was to evaluate the empirical studies cited on CAST’s UDL website as support for its guidelines. This review sampled articles provided as evidence for three UDL guidelines and analyzed their relation to choice, learning, and brain function. Results indicated that the cited studies provided little evidence for claims about UDL. Most of the studies did not offer a choice to learners or measure learning. None of the studies were related to brain function. Rather than supporting CAST’s UDL guidelines about the choice of multiple means of learning, the studies mostly provided support for single, effective instructional techniques. Overall, this study suggests that the cited evidence behind CAST’s UDL guidelines is weak and both basic research and implementation research are needed to establish the framework’s validity and effectiveness.
{"title":"A critical analysis of the research evidence behind CAST’s universal design for learning guidelines","authors":"G. Boysen","doi":"10.1177/14782103241255428","DOIUrl":"https://doi.org/10.1177/14782103241255428","url":null,"abstract":"Universal Design for Learning (UDL) is a highly influential source of educational policy. CAST, a nonprofit educational organization, created UDL guidelines that they claim have a basis in research on learning, cognitive psychology, and the brain. The purpose of the current research was to evaluate the empirical studies cited on CAST’s UDL website as support for its guidelines. This review sampled articles provided as evidence for three UDL guidelines and analyzed their relation to choice, learning, and brain function. Results indicated that the cited studies provided little evidence for claims about UDL. Most of the studies did not offer a choice to learners or measure learning. None of the studies were related to brain function. Rather than supporting CAST’s UDL guidelines about the choice of multiple means of learning, the studies mostly provided support for single, effective instructional techniques. Overall, this study suggests that the cited evidence behind CAST’s UDL guidelines is weak and both basic research and implementation research are needed to establish the framework’s validity and effectiveness.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141114633","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 : 2024-04-10DOI: 10.1177/14782103241240238
Sukriti Verelst, Maarten Simons, Mieke Berghmans
There has been an abundance of research on commercial actors in education. However, there has hardly been any attempt to streamline the existing ways of thinking about their presence and activity in the field of education. Therefore, the purpose of this article is to do a comprehensive literature review on the involvement of commercial actors in K-12 education. A total of 157 articles published between 2000 and 2023 were reviewed and “involvement of commercial actors in education” was operationalized as the roles they play in education. The research questions answered in this review were as follows: (i) What are the key perspectives that are addressed by researchers regarding the involvement of commercial actors in K-12 education? (ii) Which roles do commercial actors play in K-12 education and what are the issues being raised by researchers regarding each role? Three perspectives when it comes to research on involvement of commercial actors in education were identified: how commercial actors are changing the organization and functioning of K-12 education; how commercial actors are changing the organization and functioning of the education market; and the interaction between school actors and commercial actors. Under each perspective, various roles played by commercial actors were identified. The article demonstrated the multiplicity and diversity in the identified roles and also delved into the need to go beyond any reductionist understanding of commercial actors’ involvement in education. The multiple roles outlined in this review show how commercial actors’ involvement requires disentangling through novel approaches and how their inter-action with education creates the need to ask other important questions about the role of education itself and its key values and principles.
{"title":"The play of education and market: A literature review on the roles commercial actors play for K-12 education","authors":"Sukriti Verelst, Maarten Simons, Mieke Berghmans","doi":"10.1177/14782103241240238","DOIUrl":"https://doi.org/10.1177/14782103241240238","url":null,"abstract":"There has been an abundance of research on commercial actors in education. However, there has hardly been any attempt to streamline the existing ways of thinking about their presence and activity in the field of education. Therefore, the purpose of this article is to do a comprehensive literature review on the involvement of commercial actors in K-12 education. A total of 157 articles published between 2000 and 2023 were reviewed and “involvement of commercial actors in education” was operationalized as the roles they play in education. The research questions answered in this review were as follows: (i) What are the key perspectives that are addressed by researchers regarding the involvement of commercial actors in K-12 education? (ii) Which roles do commercial actors play in K-12 education and what are the issues being raised by researchers regarding each role? Three perspectives when it comes to research on involvement of commercial actors in education were identified: how commercial actors are changing the organization and functioning of K-12 education; how commercial actors are changing the organization and functioning of the education market; and the interaction between school actors and commercial actors. Under each perspective, various roles played by commercial actors were identified. The article demonstrated the multiplicity and diversity in the identified roles and also delved into the need to go beyond any reductionist understanding of commercial actors’ involvement in education. The multiple roles outlined in this review show how commercial actors’ involvement requires disentangling through novel approaches and how their inter-action with education creates the need to ask other important questions about the role of education itself and its key values and principles.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140587010","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}
The paper features the most probable visions of development of the general education school obtained from the research project Futuristic Scenarios of the Lithuanian General Education School. The study used the Delphi method to develop futuristic scenarios and extrapolate the most probable trajectories of school development. Sixty-one experts in education including academics, school administrators, teachers and students completed an online Delphi survey designed by the project partners. Based on the findings, four futuristic scenarios are proposed: (1) The School of Eco Care; (2) The School of Exclusion; (3) The School for the Market; and (4) The School of Individual Meanings. These findings capture the (un)realistic and (un)preferable tendencies in our rapidly changing world, the implications and possible benefits of the scenarios.
{"title":"Futuristic scenarios of the general education school: Lithuanian trajectories and implications","authors":"Lilija Duobliene, Simona Kontrimiene, Jogaila Vaitekaitis, Justina Garbauskaite-Jakimovska, Sandra Kaire","doi":"10.1177/14782103241244557","DOIUrl":"https://doi.org/10.1177/14782103241244557","url":null,"abstract":"The paper features the most probable visions of development of the general education school obtained from the research project Futuristic Scenarios of the Lithuanian General Education School. The study used the Delphi method to develop futuristic scenarios and extrapolate the most probable trajectories of school development. Sixty-one experts in education including academics, school administrators, teachers and students completed an online Delphi survey designed by the project partners. Based on the findings, four futuristic scenarios are proposed: (1) The School of Eco Care; (2) The School of Exclusion; (3) The School for the Market; and (4) The School of Individual Meanings. These findings capture the (un)realistic and (un)preferable tendencies in our rapidly changing world, the implications and possible benefits of the scenarios.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140587287","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 : 2024-04-03DOI: 10.1177/14782103241240613
Alshimaa Ahmed, Dan Davies
This paper examines the 2012 abolition of the Post-Study Work visa for international students in English and Welsh Universities and its subsequent re-establishment in 2021. A policy cycle analysis was performed of the phases of agenda setting, formulation, implementation, and evaluation. This revealed that the UK government abolished the PSW visa in 2012 because of national security concerns and perceived public opposition to immigration, but minimised the role of higher education institutions and failed to consider economic and cultural drivers when setting the policy agenda. The impact of the subsequent top-down approach to implementation led to a range of negative outcomes for HEIs and their contribution to the UK economy. Subsequently, bottom-up pressure led to the UK government re-establishing the PSW visa for economic reasons, political reasons (Brexit), and in response to the impact of the COVID-19 pandemic.
{"title":"The UK’s post-study work visa: Abolition and reinstatement of a degree mobility incentive","authors":"Alshimaa Ahmed, Dan Davies","doi":"10.1177/14782103241240613","DOIUrl":"https://doi.org/10.1177/14782103241240613","url":null,"abstract":"This paper examines the 2012 abolition of the Post-Study Work visa for international students in English and Welsh Universities and its subsequent re-establishment in 2021. A policy cycle analysis was performed of the phases of agenda setting, formulation, implementation, and evaluation. This revealed that the UK government abolished the PSW visa in 2012 because of national security concerns and perceived public opposition to immigration, but minimised the role of higher education institutions and failed to consider economic and cultural drivers when setting the policy agenda. The impact of the subsequent top-down approach to implementation led to a range of negative outcomes for HEIs and their contribution to the UK economy. Subsequently, bottom-up pressure led to the UK government re-establishing the PSW visa for economic reasons, political reasons (Brexit), and in response to the impact of the COVID-19 pandemic.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140586799","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 : 2024-03-27DOI: 10.1177/14782103241238823
Elizabeth Peterson, Joseph Taylor
Increasing and diversifying STEM college graduates, and consequently the STEM workforce, remains a pressing national priority. As such, the purpose of this quantitative study was to evaluate the Educate to Innovate campaign within higher education. Using preexisting public survey data together with interrupted and comparative interrupted time series techniques, this inquiry aimed to determine whether STEM education has been rejuvenated and broadened or if there remains work to be done. Results ultimately showed that the campaign exerted a statistically significant positive effect on the trend of STEM college graduates. However, no significant difference in the trend between STEM college graduates who are women and STEM college graduates who are men or between minority and nonminority STEM college graduates was observed. Such comprehension is both timely and useful as individuals and organizations along with federal, state, and local policymakers continue to refine and tailor the development of future STEM education interventions.
{"title":"Answering the call: An evaluation of the Educate to Innovate campaign’s efforts to increase and diversify science, technology, engineering, and mathematics college graduates","authors":"Elizabeth Peterson, Joseph Taylor","doi":"10.1177/14782103241238823","DOIUrl":"https://doi.org/10.1177/14782103241238823","url":null,"abstract":"Increasing and diversifying STEM college graduates, and consequently the STEM workforce, remains a pressing national priority. As such, the purpose of this quantitative study was to evaluate the Educate to Innovate campaign within higher education. Using preexisting public survey data together with interrupted and comparative interrupted time series techniques, this inquiry aimed to determine whether STEM education has been rejuvenated and broadened or if there remains work to be done. Results ultimately showed that the campaign exerted a statistically significant positive effect on the trend of STEM college graduates. However, no significant difference in the trend between STEM college graduates who are women and STEM college graduates who are men or between minority and nonminority STEM college graduates was observed. Such comprehension is both timely and useful as individuals and organizations along with federal, state, and local policymakers continue to refine and tailor the development of future STEM education interventions.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140375955","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 : 2024-03-25DOI: 10.1177/14782103241241553
Tuire Colliander
This article presents explorations of co-choreographing the early years dance pedagogical settings through dialogical and intra-active approaches in the context of artistic research. It discusses how to choreograph the pedagogical settings in such a manner, that the distribution of the artistic agency would become more equal, and the complex relational aspects and diversities would have time and space to emerge. The significance and possible consequences of co-choreographing the dances as well as the pedagogical arrangements will be also examined, followed with practical examples of what might the materiality of the space suggest and how to respond to it. The paper presents the Storyboard Method as a drawing-based method created by children for co-creating and writing choreography. It proposes the Storyboard Method having potential to open possibilities for working together with all ages and different linguistic skills in a participant-driven and playful manner. The work also suggests that by deconstructing the adult-child dichotomy and re-distributing the authority of knowledge, for example, through drawing-based playful methods, we could enhance the respectful encounters and allow the messy and complex qualities of creativity to emerge and enrich the artistic work.
{"title":"The art of playful mess: Co-choreographing the early years dance pedagogical practices","authors":"Tuire Colliander","doi":"10.1177/14782103241241553","DOIUrl":"https://doi.org/10.1177/14782103241241553","url":null,"abstract":"This article presents explorations of co-choreographing the early years dance pedagogical settings through dialogical and intra-active approaches in the context of artistic research. It discusses how to choreograph the pedagogical settings in such a manner, that the distribution of the artistic agency would become more equal, and the complex relational aspects and diversities would have time and space to emerge. The significance and possible consequences of co-choreographing the dances as well as the pedagogical arrangements will be also examined, followed with practical examples of what might the materiality of the space suggest and how to respond to it. The paper presents the Storyboard Method as a drawing-based method created by children for co-creating and writing choreography. It proposes the Storyboard Method having potential to open possibilities for working together with all ages and different linguistic skills in a participant-driven and playful manner. The work also suggests that by deconstructing the adult-child dichotomy and re-distributing the authority of knowledge, for example, through drawing-based playful methods, we could enhance the respectful encounters and allow the messy and complex qualities of creativity to emerge and enrich the artistic work.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140383640","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 : 2024-03-21DOI: 10.1177/14782103241238493
Michalinos Zembylas
This essay examines Jean Améry’s account of resentment as protest against oblivion and indifference and explores its implications in invoking a political pedagogy that attempts to find moral and political virtue in resentment. Exploring the pedagogical implications of resentment through the lens of Améry’s account reveals something important about how resentment is understood today and used to “pedagogize” individuals and groups into a particular affective politics. More importantly, this exploration creates openings for a different conceptualization of resentment that does not “reject” resentment for its “negativity” but rather reclaims it as a politically and pedagogically value-laden concept that operates, under certain conditions, as a productive form of resistance against efforts to put the painful past under the carpet. The analysis argues that it is crucial to reframe resentment in education from an existential pathology to a political pedagogy that affirms a different orientation towards time and violence.
{"title":"Jean Améry’s reconceptualization of resentment: Reflections on a political pedagogy of resistance to oblivion and indifference","authors":"Michalinos Zembylas","doi":"10.1177/14782103241238493","DOIUrl":"https://doi.org/10.1177/14782103241238493","url":null,"abstract":"This essay examines Jean Améry’s account of resentment as protest against oblivion and indifference and explores its implications in invoking a political pedagogy that attempts to find moral and political virtue in resentment. Exploring the pedagogical implications of resentment through the lens of Améry’s account reveals something important about how resentment is understood today and used to “pedagogize” individuals and groups into a particular affective politics. More importantly, this exploration creates openings for a different conceptualization of resentment that does not “reject” resentment for its “negativity” but rather reclaims it as a politically and pedagogically value-laden concept that operates, under certain conditions, as a productive form of resistance against efforts to put the painful past under the carpet. The analysis argues that it is crucial to reframe resentment in education from an existential pathology to a political pedagogy that affirms a different orientation towards time and violence.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140223108","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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