Discourse-Studies in the Cultural Politics of Education最新文献

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Chineseness in Southeast Asian higher education 东南亚高等教育的中国化

IF 1.7 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Discourse-Studies in the Cultural Politics of Education

Pub Date : 2023-04-13 DOI: 10.1080/01596306.2023.2200080

Ying Li, C. Wan

ABSTRACT This article examines the current narrative of Chineseness in the context of higher education in Southeast Asia. We hypothesise that the concept of Chineseness at the macro-level has shifted beyond historical, ethnic, and cultural to include geopolitical, socio-political and economic considerations. At the meso level, we focus on unpacking Chineseness through the development of higher education institutions studying the case of Chinese established educational institutions in Malaysia, particularly in how these institutions articulate and portray their Chineseness in a multi-cultural higher education context. Having examined both macro and meso levels, the article discusses the importance and complexity of exploring Chineseness at the micro-level while also highlighting areas and gaps that have not allowed a more thorough understanding of Chineseness in the given context. Understanding this phenomenon allows us to explore the hypothesis of a shifting conceptualisation of Chineseness and thereby contribute to a more nuanced understanding of internationalisation and international students in higher education.

摘要本文考察了当前东南亚高等教育背景下的中国性叙事。我们假设，在宏观层面上，中国人的概念已经超越了历史、民族和文化，包括地缘政治、社会政治和经济方面的考虑。在中观层面上，我们通过高等教育机构的发展，研究马来西亚华人建立的教育机构的案例，特别是这些机构如何在多元文化的高等教育背景下表达和描绘他们的中国性，来关注中国性。在考察了宏观和中观两个层面之后，本文讨论了在微观层面探索中国性的重要性和复杂性，同时也强调了在特定背景下无法更全面地理解中国性的领域和差距。了解了这一现象，我们就可以探索“中国性”概念转变的假设，从而有助于更细致地理解国际化和高等教育中的国际学生。

引用次数: 1

Narrative, zombie academic leadership, and the contemporary university 叙事、僵尸学术领导与当代大学

IF 1.7 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Discourse-Studies in the Cultural Politics of Education

Pub Date : 2023-04-04 DOI: 10.1080/01596306.2023.2196055

ABSTRACT This essay uses a narrative – in this case a fictional dialogue – to explore how neoliberalism and managerialism is taken forward in unexpected ways in the contemporary university. In order to make sense of zombie academic leadership, I turn my attention to how it is cultivated in the academy by using the ‘case of J’, which is taken from MacIntyre’s work titled, ‘Social structure and their threats to moral agency’. Indeed, the ‘case of J’ is used as a valuable resource for understanding how certain social structures cultivate zombie academic leaders through the phenomenon of compartmentalisation. This is then followed by a critical discussion and analysis of the fictional dialogue on zombie academic leadership. I argue that the zombie metaphor is an apt articulation of zombie academic leaders because they lack the capacity to exercise their powers of rational agency beyond what a particular role requires. I finish by briefly considering whether reform is possible or not in the contemporary university.

引用次数: 0

The calculated management of life and all that jazz: gaming quality assurance practices in English further education 计算生活的管理和所有爵士乐:游戏质量保证实践在英语继续教育

IF 1.7 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Discourse-Studies in the Cultural Politics of Education

Pub Date : 2023-04-04 DOI: 10.1080/01596306.2023.2192907

C. Beighton, Zahid Naz

ABSTRACT This paper examines emerging discourses and practices of quality assurance in English Further Education (FE), a sector currently undergoing significant change. Using a broadly ethnographic approach and Foucauldian theories of power, we discuss how ‘documentisation’ contributes to governance techniques in a specific institutional context. Documentisation, the transformation of concrete practice into discourse, reverses a common-sense view of the role of policy documentation and exemplifies a wide range of practices in both FE and the wider post-16 sector and includes the gamification of quality systems. Our analysis of the conditions and practices out of which the phenomenon appears identifies processes that are shaping present-day experiences and redefining the discourse of quality itself. Moreover, rather than situating compliance and/or resistance in practice per se, we argue that it is within the conditions of possibility expressed by such processes that the intertwining of compliance and resistance can best be appreciated.

引用次数: 0

Figures fighting figures – unpacking state authority's mis/trust in PISA statistics? 数字对抗数字——拆解国家当局对PISA统计数据的错误/信任?

IF 1.7 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Discourse-Studies in the Cultural Politics of Education

Pub Date : 2023-03-13 DOI: 10.1080/01596306.2023.2186374

C. Lundahl, M. Serder

ABSTRACT How can we understand the uncertainties in high-stake measures such as PISA in relation to the claims that different authorities make from them? In this paper, we use a rather remarkable case from Sweden involving conflicting interpretations of the PISA 2018 results at a national political level and a fight over statistics between two national agencies: National Agency for Education and the National Audit Office. The aim of this paper is to unpack processes of interpretations and claims that are often black-boxed in PISA debates: How can we understand the process that led up to the fight and what followed? Our data consist of media articles, broadcasts from the national television and radio (2018–2021), reports and memos from the two-state authorities involved in this debate, and email conversations between the two. Our results stress the need for further transparency in how PISA data are collected and calculated.

引用次数: 0

Falling into the gap: the coloniality of achievement gap discourses and their responses 陷入鸿沟：成就鸿沟话语的殖民性及其回应

IF 1.7 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Discourse-Studies in the Cultural Politics of Education

Pub Date : 2023-03-10 DOI: 10.1080/01596306.2023.2185768

James Wright, Taeyeon Kim

ABSTRACT This paper critically analyzes gap discourses in student learning, starting from the achievement gap, education debt, and opportunity gaps, applying the lens of coloniality, racial-capitalism, and modernity (CRCM). Gap discourses are the prevalent rationale behind educational policies and school reforms globally. Specifically in the United States, achievement gap discourses contribute substantially to the educational framework that minoritized students (students of color) are inherently – intellectually and academically – behind White students. This paper will show the pervasive power of achievement gap discourses and their influence on school policy, practices, and norms. Additionally, we highlight how some of the most formidable achievement gap critiques fail to grasp the power of gap discourses. In some cases, these critiques end up reifying White supremacy ideologies. We propose a decoloniality framework or a layered and multi-disciplinary response to help re-think the entire gap discourses informed by White supremacy.

本文运用殖民主义、种族资本主义和现代性(CRCM)的视角，从成绩差距、教育债务和机会差距的角度，批判性地分析了学生学习中的差距话语。差距话语是全球教育政策和学校改革背后的普遍理论基础。特别是在美国，成绩差距话语在很大程度上促成了少数族裔学生(有色人种学生)在智力和学业上天生落后于白人学生的教育框架。本文将展示成绩差距话语的普遍力量及其对学校政策、实践和规范的影响。此外，我们强调了一些最令人敬畏的成就差距批评如何未能把握差距话语的力量。在某些情况下，这些批评最终具体化了白人至上主义意识形态。我们提出了一个非殖民化的框架，或者一个多层次和多学科的回应，以帮助重新思考白人至上主义所传达的整个差距话语。

引用次数: 1

Obituaries for Dr Ted D'Urso 泰德·杜尔索医生的讣告

IF 1.7 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Discourse-Studies in the Cultural Politics of Education

Pub Date : 2023-03-04 DOI: 10.1080/01596306.2023.2198173

F. Rizvi, B. Lingard, Dan O’Neill

引用次数: 0

Call for papers: cosmopolitan nationalism: analytical potentials and challenges 论文征集：世界性民族主义：分析潜力和挑战

IF 1.7 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Discourse-Studies in the Cultural Politics of Education

Pub Date : 2023-02-16 DOI: 10.1080/01596306.2023.2178049

Miri Yemini, C. Maxwell, Ewan Wright, Laura C. Engel, Moosung Lee

引用次数: 1

Animal sheltering: A scoping literature review grounded in institutional ethnography. 动物收容：以机构人种学为基础的范围性文献回顾。

IF 1.2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Discourse-Studies in the Cultural Politics of Education

Pub Date : 2023-01-26 eCollection Date: 2023-01-01 DOI: 10.1017/awf.2022.4

Katherine E Koralesky, Janet M Rankin, David Fraser

A diverse research literature now exists on the animals, staff and organisations involved in animal sheltering. We reviewed this research through the lens of institutional ethnography, a method of inquiry that focuses on the actual work that people do within institutions. The main topics, identified through a larger ethnographic study of animal sheltering, were: (i) research about shelter staff and officers; (ii) the relinquishment of animals to shelters; and (iii) animals' length of stay in shelters. After reviewing the literature, we held focus groups with shelter personnel to explore how their work experiences are or are not represented in the research. The review showed that stress caused by performing euthanasia has attracted much research, but the decision-making that leads to euthanasia, which may involve multiple staff and potential conflict, has received little attention. Research on 'compassion fatigue' has also tended to focus on euthanasia but a granular description about the practical and emotional work that personnel undertake that generates such fatigue is missing. Published research on both relinquishment and length of stay is dominated by metrics (questionnaires) and often relies upon shelter records, despite their limitations. Less research has examined the actual work processes involved in managing relinquishment as well as monitoring and reducing animals' length of stay. Institutional ethnography's focus on people's work activities can provide a different and more nuanced understanding of what is happening in animal sheltering and how it might better serve the needs of the animals and staff.

目前，关于动物收容机构的动物、工作人员和组织的研究文献多种多样。我们通过机构人种学的视角对这些研究进行了回顾，机构人种学是一种调查方法，主要关注人们在机构中的实际工作。通过对动物收容所进行更大规模的人种学研究，我们确定了以下主要议题：(i) 关于收容所工作人员和官员的研究；(ii) 动物放弃收容所的情况；(iii) 动物在收容所的逗留时间。在查阅文献后，我们与收容所工作人员进行了焦点小组讨论，以探讨他们的工作经历在研究中是如何体现或没有体现的。综述显示，实施安乐术所造成的压力已经吸引了大量研究，但导致安乐术的决策（可能涉及多名工作人员和潜在冲突）却很少受到关注。有关 "同情疲劳 "的研究也往往集中在安乐死上，但对工作人员所从事的导致这种疲劳的实际工作和情感工作却缺乏详细描述。已发表的有关放弃和逗留时间的研究主要以指标（问卷调查）为基础，而且往往依赖于收容所的记录，尽管这些记录有其局限性。较少研究对放弃管理以及监控和缩短动物滞留时间的实际工作流程进行审查。机构人种学对人们工作活动的关注，可以让人们对动物收容所中发生的事情以及如何更好地满足动物和工作人员的需求有一个不同的、更细致入微的了解。

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引用次数: 0

Reparations: theorising just futures of education 赔偿:理论化教育的未来

IF 1.7 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Discourse-Studies in the Cultural Politics of Education

Pub Date : 2022-11-15 DOI: 10.1080/01596306.2022.2144141

A. Sriprakash

ABSTRACT This conceptual paper examines reparations as a vital yet under-researched orientation to justice in education. The idea of reparations requires us to understand the interconnections between past, present and future in both the formation of injustice and its repair. It implies that until injustices are actively addressed they can endure in social institutions – like education – which also shape lives-to-come. The paper explores material, epistemic, and pedagogic approaches to reparations in education. It argues that attention to reparations can upturn conventional scholarly and political approaches which frame education either as a force of social reproduction or as a track to upward social mobility. Instead, models of reparative justice ask: what sorts of futures of education can emerge from taking seriously the righting of past and present educational wrongs? Injustice is not an inevitability in reparative futures of education: these are new, if challenging, horizons of theory and practice for the field.

这篇概念性论文探讨了赔偿作为教育正义的一个重要但研究不足的方向。赔偿的概念要求我们理解过去、现在和未来在不公正的形成和修复方面的相互联系。这意味着，在积极解决不公正问题之前，它们可以在社会机构(如教育)中持续存在，而社会机构也会影响未来的生活。本文探讨了教育中赔偿的材料、认知和教学方法。它认为，对赔偿的关注可以颠覆传统的学术和政治方法，这些方法要么将教育视为社会再生产的力量，要么将其视为向上社会流动的途径。相反，补偿性正义的模型提出了这样的问题:认真纠正过去和现在的教育错误，会产生什么样的教育未来?在教育的修复性未来中，不公正并不是不可避免的:这是该领域理论和实践的新视野，尽管具有挑战性。

引用次数: 10

Automating what? Scholastic products and instructional automation in virtual schooling 自动化是什么?虚拟学校教学产品与教学自动化

IF 1.7 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Discourse-Studies in the Cultural Politics of Education

Pub Date : 2022-11-03 DOI: 10.1080/01596306.2022.2141691

J. Nespor, Julie A. Fitz

ABSTRACT Schools produce multiple products and digitization articulates with them in different ways. In this paper we expand the frame for analyzing instructional automation by examining its implications for three scholastic products – embodied learning, grades and test scores, and the narratives that connect the two. We draw on data from interviews with 47 teachers in four full-time virtual elementary and secondary schools in the US to argue that at present most of the actual work of automation in virtual schools is focused on the production of marks and grades, and that the narrative products of digitization efforts – routinization discourses, potentials discourse, and ‘live’ teaching discourse, play key roles in shaping how we understand the connections between those products and student learning.

学校生产多种产品，数字化以不同的方式与它们结合在一起。在本文中，我们扩展了分析教学自动化的框架，通过检查它对三种学术产品的影响-具体化学习，成绩和考试成绩，以及连接两者的叙述。我们从对美国四所全日制虚拟中小学的47名教师的采访中得出数据，认为目前虚拟学校中自动化的大部分实际工作都集中在分数和成绩的产生上，而数字化努力的叙事产物——常规化话语、潜在话语和“现场”教学话语，在塑造我们如何理解这些产品与学生学习之间的联系方面发挥着关键作用。

引用次数: 0

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