Pub Date : 2023-07-02DOI: 10.1080/17508487.2023.2227227
Xiaomin Li, P. Morris
{"title":"Measuring and misrepresenting the missing millions: the OECD’s assessment of out-of-school youth in PISA for Development","authors":"Xiaomin Li, P. Morris","doi":"10.1080/17508487.2023.2227227","DOIUrl":"https://doi.org/10.1080/17508487.2023.2227227","url":null,"abstract":"","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2023-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48600853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-12DOI: 10.1080/17508487.2023.2222762
Ignasi Ribó
{"title":"From Global Citizenship to Anthropocene Denizenship: The Challenge to Education for Sustainable Development","authors":"Ignasi Ribó","doi":"10.1080/17508487.2023.2222762","DOIUrl":"https://doi.org/10.1080/17508487.2023.2222762","url":null,"abstract":"","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45119731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-29DOI: 10.1080/17508487.2023.2217867
Emma McMain
Social and emotional learning (SEL) is a growing phenomenon in countries around the globe. With this increase in formalized ways to recognize, define, and nurture social and emotional personhood comes a need for more critical attention toward the affective-discursive practices (i.e. culturally- and materially-habituated patterns of feeling, thinking, and relating) that shape and constrain what social and emotional personhood is and what it could be. This article analyzes a discourse community in which six elementary-school teachers and I, a teacher educator, conversed about the cultural and political underpinnings of SEL and other educational practices. This included discussion about ‘hegemonic positivity’, or the tendency to seek and value positive feelings and emotional regulation above other ways of experiencing relationships and emotion. My analysis focuses on how hegemonic positivity was resisted and reproduced in our shared discussions. I illuminate the stickiness of hegemonic positivity as an affective-discursive practice, offering ideas for how it may become a topic of critical, humble, and social justice-oriented awareness for educators to collaboratively explore.
{"title":"Getting good at bad emotion: teachers resist and reproduce hegemonic positivity in a discourse community","authors":"Emma McMain","doi":"10.1080/17508487.2023.2217867","DOIUrl":"https://doi.org/10.1080/17508487.2023.2217867","url":null,"abstract":"Social and emotional learning (SEL) is a growing phenomenon in countries around the globe. With this increase in formalized ways to recognize, define, and nurture social and emotional personhood comes a need for more critical attention toward the affective-discursive practices (i.e. culturally- and materially-habituated patterns of feeling, thinking, and relating) that shape and constrain what social and emotional personhood is and what it could be. This article analyzes a discourse community in which six elementary-school teachers and I, a teacher educator, conversed about the cultural and political underpinnings of SEL and other educational practices. This included discussion about ‘hegemonic positivity’, or the tendency to seek and value positive feelings and emotional regulation above other ways of experiencing relationships and emotion. My analysis focuses on how hegemonic positivity was resisted and reproduced in our shared discussions. I illuminate the stickiness of hegemonic positivity as an affective-discursive practice, offering ideas for how it may become a topic of critical, humble, and social justice-oriented awareness for educators to collaboratively explore.","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":"365 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135693395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-27DOI: 10.1080/17508487.2022.2071958
Merav Nakar Sadi, Oren Ergas
ABSTRACT The past 50 years have witnessed a growing presence of critical theory within different social science academic departments across the western world. The joint existence of a theory committed to exposing and criticizing various inequalities of the social order within academic institutions based on traditional hierarchies and prestigious arrangements is the starting point of this paper. It is also the viewpoint from which I probe into my own experience as a first-generation student of Middle Eastern background who experienced intensive socialization processes – from undergraduate to PhD studies in Sociology – at two sociology departments both committed to critical theory. Using the method of autoethnography aided by a critical friend, I explain how, within its academic residency, critical theory’s normative inclination to ‘empower’ marginalized subjects such as myself contained sweeping assumptions and inner contradictions that resulted in disenchantment and an overall estrangement from critical theory and academic writing altogether. I argue that selective acceptance and ongoing questioning of this discourse can revive a more constructive relations of first-generation students with their marginalized identities, and even turn them into valuable resources for writing and educational value.
{"title":"Critical theory in prestigious academic environments: a first-generation student’s chronicle","authors":"Merav Nakar Sadi, Oren Ergas","doi":"10.1080/17508487.2022.2071958","DOIUrl":"https://doi.org/10.1080/17508487.2022.2071958","url":null,"abstract":"ABSTRACT The past 50 years have witnessed a growing presence of critical theory within different social science academic departments across the western world. The joint existence of a theory committed to exposing and criticizing various inequalities of the social order within academic institutions based on traditional hierarchies and prestigious arrangements is the starting point of this paper. It is also the viewpoint from which I probe into my own experience as a first-generation student of Middle Eastern background who experienced intensive socialization processes – from undergraduate to PhD studies in Sociology – at two sociology departments both committed to critical theory. Using the method of autoethnography aided by a critical friend, I explain how, within its academic residency, critical theory’s normative inclination to ‘empower’ marginalized subjects such as myself contained sweeping assumptions and inner contradictions that resulted in disenchantment and an overall estrangement from critical theory and academic writing altogether. I argue that selective acceptance and ongoing questioning of this discourse can revive a more constructive relations of first-generation students with their marginalized identities, and even turn them into valuable resources for writing and educational value.","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":"64 1","pages":"218 - 233"},"PeriodicalIF":3.9,"publicationDate":"2023-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47540299","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-07DOI: 10.1080/17508487.2023.2209125
Mukovhe Masutha, Rajani Naidoo, J. Enders
{"title":"Challenging university complicity and majoritarian narratives: counter-storytelling from black working-class students","authors":"Mukovhe Masutha, Rajani Naidoo, J. Enders","doi":"10.1080/17508487.2023.2209125","DOIUrl":"https://doi.org/10.1080/17508487.2023.2209125","url":null,"abstract":"","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2023-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43364598","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-04DOI: 10.1080/17508487.2023.2207607
Fride Haram Klykken
{"title":"The teaching apparatus: A material-discursive entanglement of tasks and friendship in the upper-secondary classroom","authors":"Fride Haram Klykken","doi":"10.1080/17508487.2023.2207607","DOIUrl":"https://doi.org/10.1080/17508487.2023.2207607","url":null,"abstract":"","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48585250","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-19DOI: 10.1080/17508487.2023.2203405
Eric Carlsson, Maria Carbin, B. Nilsson
ABSTRACT In this paper, we engage with five Swedish universities’ discursive articulation of, and responses to, an alleged post-truth crisis in communication, aimed at the public. Taking discourse theory as our point of departure, the aim is to analyse how universities are trying to maintain or restore trustworthiness against a backdrop of problems with fact resistance, fake news, and mistrust in academic institutions. The dilemma for universities is how to counteract post-truth without falling into the trap of returning to a realist paradigm, with its strict notions of truth and objectivity. The paper shows how public events are characterised by a crisis rhetoric, a dislocation, together with imaginaries of both external and internal threats of disorder, which convey a narrow and simplified understanding of scientific knowledge as objective and neutral. ‘Defenders of truth’ seem to foreclose any discussion by deeming knowledge relativism an irrational and dangerous position that fuels arguments claiming a truth crisis. A conclusion is that universities risk increasing polarisation, rather than trying to tackle problems of trustworthiness. The authors argue that, instead, universities need to be attentive to matters of democracy, power, and privilege, as well as a plurality of epistemological ideals, when discussing the so-called post-truth crisis.
{"title":"Restoring trust? Public communication from Swedish Universities about the post-truth crisis","authors":"Eric Carlsson, Maria Carbin, B. Nilsson","doi":"10.1080/17508487.2023.2203405","DOIUrl":"https://doi.org/10.1080/17508487.2023.2203405","url":null,"abstract":"ABSTRACT In this paper, we engage with five Swedish universities’ discursive articulation of, and responses to, an alleged post-truth crisis in communication, aimed at the public. Taking discourse theory as our point of departure, the aim is to analyse how universities are trying to maintain or restore trustworthiness against a backdrop of problems with fact resistance, fake news, and mistrust in academic institutions. The dilemma for universities is how to counteract post-truth without falling into the trap of returning to a realist paradigm, with its strict notions of truth and objectivity. The paper shows how public events are characterised by a crisis rhetoric, a dislocation, together with imaginaries of both external and internal threats of disorder, which convey a narrow and simplified understanding of scientific knowledge as objective and neutral. ‘Defenders of truth’ seem to foreclose any discussion by deeming knowledge relativism an irrational and dangerous position that fuels arguments claiming a truth crisis. A conclusion is that universities risk increasing polarisation, rather than trying to tackle problems of trustworthiness. The authors argue that, instead, universities need to be attentive to matters of democracy, power, and privilege, as well as a plurality of epistemological ideals, when discussing the so-called post-truth crisis.","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47532019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/17508487.2023.2193421
B. Lohmeyer, Steven Threadgold
ABSTRACT Second paradigm school bullying scholars are challenging the reliance on psychological and behavioural paradigms both in Australia and globally. Approaching bullying as ‘social violence’ has enabled previously underexplored social and cultural dimensions to receive much-needed focus. Bourdieu’s ‘symbolic violence’ offers an avenue to explore the moral and affective dimensions of school bullying as ‘social violence’, yet it contains a controversial complicity dynamic that must not be overlooked. This paper considers three narratives of teacher-to-student bullying gathered through interviews and focus groups with 11 young people 17–20 years of age enrolled in secondary education in South Australia. Through these narratives, we reimagine symbolic violence as ‘affective violence’ where complicity is attributed to the institutional and social dynamics. This approach focuses away from discourses of individual responsibility reinforced by the first paradigm of school bullying and identifies the institutional and social origins of harm.
{"title":"Bullying affects: the affective violence and moral orders of school bullying","authors":"B. Lohmeyer, Steven Threadgold","doi":"10.1080/17508487.2023.2193421","DOIUrl":"https://doi.org/10.1080/17508487.2023.2193421","url":null,"abstract":"ABSTRACT Second paradigm school bullying scholars are challenging the reliance on psychological and behavioural paradigms both in Australia and globally. Approaching bullying as ‘social violence’ has enabled previously underexplored social and cultural dimensions to receive much-needed focus. Bourdieu’s ‘symbolic violence’ offers an avenue to explore the moral and affective dimensions of school bullying as ‘social violence’, yet it contains a controversial complicity dynamic that must not be overlooked. This paper considers three narratives of teacher-to-student bullying gathered through interviews and focus groups with 11 young people 17–20 years of age enrolled in secondary education in South Australia. Through these narratives, we reimagine symbolic violence as ‘affective violence’ where complicity is attributed to the institutional and social dynamics. This approach focuses away from discourses of individual responsibility reinforced by the first paradigm of school bullying and identifies the institutional and social origins of harm.","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47301560","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-27DOI: 10.1080/17508487.2023.2180531
Anna Hogan, G. Thompson
ABSTRACT In a globally austere policy context, state financing of public services has been positioned as perennially ‘in crisis’ with private intervention a positive solution. There is a general assumption – in education policy and practice – that philanthropic donations can be a solution to reduced public funding of schooling. While much research investigates the role of new philanthropy and venture capital in funding and influencing public schooling, this paper focuses on the reconstitution of ‘old’ philanthropy in new ways. We focus on the role of parents, through Parent and Citizen (P&C) associations, to show how they are being responsibilised to fundraise for their child’s public school, shifting from their traditional fundraising of small amounts of money through ‘community building’ activities (e.g. fetes, stalls and trivia nights) to engaging in ‘commercial fundraising’ (e.g. running the canteen, uniform shop and Outside House School Care for profit) that can raise hundreds and thousands of dollars each year. Through this analysis we argue we are seeing a further stratification of the public school system coupled with a concerning lack of transparency around the extent to which some public schools are being nourished by the deep coffers of successful P&Cs.
{"title":"Running the canteen for profit: funding, parents and philanthropy in Queensland state schools","authors":"Anna Hogan, G. Thompson","doi":"10.1080/17508487.2023.2180531","DOIUrl":"https://doi.org/10.1080/17508487.2023.2180531","url":null,"abstract":"ABSTRACT In a globally austere policy context, state financing of public services has been positioned as perennially ‘in crisis’ with private intervention a positive solution. There is a general assumption – in education policy and practice – that philanthropic donations can be a solution to reduced public funding of schooling. While much research investigates the role of new philanthropy and venture capital in funding and influencing public schooling, this paper focuses on the reconstitution of ‘old’ philanthropy in new ways. We focus on the role of parents, through Parent and Citizen (P&C) associations, to show how they are being responsibilised to fundraise for their child’s public school, shifting from their traditional fundraising of small amounts of money through ‘community building’ activities (e.g. fetes, stalls and trivia nights) to engaging in ‘commercial fundraising’ (e.g. running the canteen, uniform shop and Outside House School Care for profit) that can raise hundreds and thousands of dollars each year. Through this analysis we argue we are seeing a further stratification of the public school system coupled with a concerning lack of transparency around the extent to which some public schools are being nourished by the deep coffers of successful P&Cs.","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2023-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45988738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-22DOI: 10.1080/17508487.2023.2171451
Dylan G. Williams
ABSTRACT From a critical ecological linguistic perspective, this paper argues that South Korean English-language-policies are constraining students’ agency. Since the millennium, as a legacy of neoliberalism universities of non-English-first-language contexts have implemented EMI (English-Medium Instruction) courses top-down to further internationalise. Faced with a declining birth rate, South Korea has been no exception to this trend; nevertheless, this ‘dominant policy path’ has disregarded the linguistic challenges of students. These challenges are exacerbated by recent changes made to the English section of the University entrance examination which constrain students’ linguistic capital. Gidden’s Structuration Theory and Bourdieu’s notion of habitus are used to problematise South Korean university students’ agency within their structured-English-learning ecologies. In analysis, I use a constructivist approach enabling a theory of Situated Linguistic Capital to emerge. This theory conceptualises a dynamic between trust and linguistic capital which has been shaped by the past and which affects future affordances. Accounts of English educational experiences, collected from ten South Korean university students, are used to exemplify the theory. I conclude by arguing that conducting a needs analysis with students and EMI content instructors, to understand existing power relations, will encourage moves towards bottom-up, socially just directions in future South Korean English-language-policies. (198)
{"title":"Problematising students’ agency in the internationalisation of higher education","authors":"Dylan G. Williams","doi":"10.1080/17508487.2023.2171451","DOIUrl":"https://doi.org/10.1080/17508487.2023.2171451","url":null,"abstract":"ABSTRACT From a critical ecological linguistic perspective, this paper argues that South Korean English-language-policies are constraining students’ agency. Since the millennium, as a legacy of neoliberalism universities of non-English-first-language contexts have implemented EMI (English-Medium Instruction) courses top-down to further internationalise. Faced with a declining birth rate, South Korea has been no exception to this trend; nevertheless, this ‘dominant policy path’ has disregarded the linguistic challenges of students. These challenges are exacerbated by recent changes made to the English section of the University entrance examination which constrain students’ linguistic capital. Gidden’s Structuration Theory and Bourdieu’s notion of habitus are used to problematise South Korean university students’ agency within their structured-English-learning ecologies. In analysis, I use a constructivist approach enabling a theory of Situated Linguistic Capital to emerge. This theory conceptualises a dynamic between trust and linguistic capital which has been shaped by the past and which affects future affordances. Accounts of English educational experiences, collected from ten South Korean university students, are used to exemplify the theory. I conclude by arguing that conducting a needs analysis with students and EMI content instructors, to understand existing power relations, will encourage moves towards bottom-up, socially just directions in future South Korean English-language-policies. (198)","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47582722","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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