Pub Date : 2023-10-09DOI: 10.1080/09518398.2023.2264237
Olivia G. Stewart
AbstractAs students and teachers embrace more forms of multimodal composing, classroom power structures move from the more linear, hierarchical structures typically seen in education to more open, student-centered forms. However, these transitions are not always seamless. Using a multiliteracies framework, this article focuses on how a classroom teacher framed what counted as writing in a senior English class where students created a digital writing portfolio across three platforms. Findings explore what counted as writing from the perspective of the teacher before, during, and after the portfolio unit as well as the struggles that she faced in understanding how to assess the myriad of possible authoring paths multimodal projects offer. Implications extend to how teachers may be influenced by and continue to push back on established institutional power structures to open spaces for reshaping what counts as writing in the classroom.Keywords: Multimodalitymultiliteracieswritingdigital literaciespower Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 All names are pseudonyms.2 Students, their parents (if under 18), and the teacher all provided informed, written consent.3 In the transcriptions, “…” indicates that non-essential text is removed for ease of reading and the meaning of the text is still intact; “[…]” indicates a brief pause in speech.Additional informationNotes on contributorsOlivia G. StewartDr. Olivia G. Stewart is an Assistant Professor of Literacy at St. John’s University in the Department of Education Specialties in Queens, NY. Her multiliteracies-framed and critical digital literacies-framed research interests center around multimodal authoring paths and digital-age literacy practices to expand notions of “what counts” as writing, particularly for academically marginalized students. She also examines how critical digital literacy practices can humanize online learning environments to engage learners more authentically and create more equitable learning environments.
随着学生和教师接受更多形式的多模态构成，课堂权力结构从教育中常见的更线性、层次结构转向更开放、以学生为中心的形式。然而，这些转换并不总是无缝的。本文使用多元读写框架，重点介绍了一位课堂老师如何在高中英语课上构建写作，学生们在三个平台上创建了一个数字写作作品集。调查结果从教师的角度探讨了在作品集单元之前，期间和之后的写作，以及她在理解如何评估多式联运项目提供的无数可能的创作路径时所面临的斗争。其影响延伸到教师如何受到既定制度权力结构的影响，并继续推动其开放空间，以重塑课堂上的写作。关键词:多模态多读写能力写作数字读写能力披露声明作者未报告潜在的利益冲突。注1所有名字均为笔名学生、家长(如果未满18岁)和老师都提供了知情的书面同意在转录中，“…”表示为了方便阅读而删除了不必要的文本，并且文本的含义仍然完整;“[…]”表示讲话中的短暂停顿。作者简介:苏利维亚·g·斯图尔特博士奥利维亚·g·斯图尔特(Olivia G. Stewart)是纽约皇后区圣约翰大学教育专业的扫盲助理教授。她的多元素养框架和批判性数字素养框架的研究兴趣集中在多模态创作路径和数字时代的素养实践上，以扩展“什么是”写作的概念，特别是对于学术边缘化的学生。她还研究了关键的数字素养实践如何使在线学习环境更加人性化，从而更真实地吸引学习者，创造更公平的学习环境。
{"title":"Negotiating “what counts” in multimodal writing in the classroom: a high school English teacher’s perspective","authors":"Olivia G. Stewart","doi":"10.1080/09518398.2023.2264237","DOIUrl":"https://doi.org/10.1080/09518398.2023.2264237","url":null,"abstract":"AbstractAs students and teachers embrace more forms of multimodal composing, classroom power structures move from the more linear, hierarchical structures typically seen in education to more open, student-centered forms. However, these transitions are not always seamless. Using a multiliteracies framework, this article focuses on how a classroom teacher framed what counted as writing in a senior English class where students created a digital writing portfolio across three platforms. Findings explore what counted as writing from the perspective of the teacher before, during, and after the portfolio unit as well as the struggles that she faced in understanding how to assess the myriad of possible authoring paths multimodal projects offer. Implications extend to how teachers may be influenced by and continue to push back on established institutional power structures to open spaces for reshaping what counts as writing in the classroom.Keywords: Multimodalitymultiliteracieswritingdigital literaciespower Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 All names are pseudonyms.2 Students, their parents (if under 18), and the teacher all provided informed, written consent.3 In the transcriptions, “…” indicates that non-essential text is removed for ease of reading and the meaning of the text is still intact; “[…]” indicates a brief pause in speech.Additional informationNotes on contributorsOlivia G. StewartDr. Olivia G. Stewart is an Assistant Professor of Literacy at St. John’s University in the Department of Education Specialties in Queens, NY. Her multiliteracies-framed and critical digital literacies-framed research interests center around multimodal authoring paths and digital-age literacy practices to expand notions of “what counts” as writing, particularly for academically marginalized students. She also examines how critical digital literacy practices can humanize online learning environments to engage learners more authentically and create more equitable learning environments.","PeriodicalId":47971,"journal":{"name":"International Journal of Qualitative Studies in Education","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135095826","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 : 2023-10-09DOI: 10.1080/09518398.2023.2264246
Kate Willink, Keeley Hunter, Hava Gordon
AbstractAt the heart of the neoliberal university, affective energies linked to roles, responsibilities, expectations, policies, and bodies impact the atmosphere of university life. Associate professors report the highest levels of dissatisfaction among all ranks, as they find themselves entangled in affective knots. To understand these knots in associate professor lifeworlds, we solicit their accounts and reveal affective pain points in the neoliberal university. In this paper, we illuminate the affective knots of melancholy, stasis, and death, giving voice, feeling, and texture to associate professors’ dissatisfaction within the neoliberal institution. However invisible, these affective knots threaten the university’s teaching, learning, scholarship, and social transformation.Keywords: Higher educationneoliberalismaffectassociate professorssocial inequalityacademia Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 These reflections on cross stitching come from the lived experience of the second author with special care given to the experience of finding knots in your thread while stitching. The reflections are used throughout the piece as a metaphor to make the elusive affective knots that develop in the lived experiences of associate professors more tangible and offer shape to their experiences that often get overlooked.2 For the purposes of this study, we use the terms “associate professors,” “tenured professors” and “mid-career faculty” interchangeably.3 By bodies, what we are talking about in this essay is primarily human bodies. That said there is no need theoretically to limit as such.4 Since conducting our interviews, more has been written about performative listening and nonrepresentational research methods in interviewing (Willink & Shukri, Citation2018). At the time we conducted the interviews, we had yet to theorize these methods or realize the degree to which affect would play such a constitutive role in our findings. As a result, our analysis of our already collected interviews was limited to affective transcription. In future work, we can take fuller advantage of the nonrepresentational methods before and during data collect.5 For example, Berheide and Walzer (Citation2014) and Mullen (Citation2017) found that women are much more likely than men to have served as department chair before being promoted to full professor and are more likely to have experienced delays getting to full professor because of this administrative work.Additional informationNotes on contributorsKate WillinkKate Willink is a Professor of Communication Studies at the University of Denver.Keeley HunterKeeley Hunter is a Communication Faculty at Arapahoe Community College.Hava GordonHava Gordon is a Professor of Sociology at the University of Denver.
{"title":"K(not) more than threads: tracing the tangled affective lifeworlds of associate professors","authors":"Kate Willink, Keeley Hunter, Hava Gordon","doi":"10.1080/09518398.2023.2264246","DOIUrl":"https://doi.org/10.1080/09518398.2023.2264246","url":null,"abstract":"AbstractAt the heart of the neoliberal university, affective energies linked to roles, responsibilities, expectations, policies, and bodies impact the atmosphere of university life. Associate professors report the highest levels of dissatisfaction among all ranks, as they find themselves entangled in affective knots. To understand these knots in associate professor lifeworlds, we solicit their accounts and reveal affective pain points in the neoliberal university. In this paper, we illuminate the affective knots of melancholy, stasis, and death, giving voice, feeling, and texture to associate professors’ dissatisfaction within the neoliberal institution. However invisible, these affective knots threaten the university’s teaching, learning, scholarship, and social transformation.Keywords: Higher educationneoliberalismaffectassociate professorssocial inequalityacademia Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 These reflections on cross stitching come from the lived experience of the second author with special care given to the experience of finding knots in your thread while stitching. The reflections are used throughout the piece as a metaphor to make the elusive affective knots that develop in the lived experiences of associate professors more tangible and offer shape to their experiences that often get overlooked.2 For the purposes of this study, we use the terms “associate professors,” “tenured professors” and “mid-career faculty” interchangeably.3 By bodies, what we are talking about in this essay is primarily human bodies. That said there is no need theoretically to limit as such.4 Since conducting our interviews, more has been written about performative listening and nonrepresentational research methods in interviewing (Willink & Shukri, Citation2018). At the time we conducted the interviews, we had yet to theorize these methods or realize the degree to which affect would play such a constitutive role in our findings. As a result, our analysis of our already collected interviews was limited to affective transcription. In future work, we can take fuller advantage of the nonrepresentational methods before and during data collect.5 For example, Berheide and Walzer (Citation2014) and Mullen (Citation2017) found that women are much more likely than men to have served as department chair before being promoted to full professor and are more likely to have experienced delays getting to full professor because of this administrative work.Additional informationNotes on contributorsKate WillinkKate Willink is a Professor of Communication Studies at the University of Denver.Keeley HunterKeeley Hunter is a Communication Faculty at Arapahoe Community College.Hava GordonHava Gordon is a Professor of Sociology at the University of Denver.","PeriodicalId":47971,"journal":{"name":"International Journal of Qualitative Studies in Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135146298","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 : 2023-10-09DOI: 10.1080/09518398.2023.2264245
Wendell C. Wallace
{"title":"Student on student bullying in higher education: case studies from Trinidad and Tobago","authors":"Wendell C. Wallace","doi":"10.1080/09518398.2023.2264245","DOIUrl":"https://doi.org/10.1080/09518398.2023.2264245","url":null,"abstract":"","PeriodicalId":47971,"journal":{"name":"International Journal of Qualitative Studies in Education","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135094592","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 : 2023-10-06DOI: 10.1080/09518398.2023.2264244
Elizabeth Adams St. Pierre, Elliott Kuecker
AbstractThis introduction to the special issue titled, “Reading: The Long Preparation for Inquiry,” asks why reading has not been as prominent as writing in educational and social science research. The authors suggest reading may not seem as empirical as writing and so has been assigned fairly limited roles in the research process—reading for the literature review at the beginning of a research project and reading to review research reports at the end. Reading, especially reading philosophy, which the authors encourage, can be considered speculative and ephemeral and bound more to the rational than the empirical side of the rational/empirical binary that structures empirical research’s epistemological goals. Also, it can be difficult to control reading—who knows what a reader might read? The authors recommend that researchers commit to reading as a necessary, lengthy preparation for scholarship and research. Disclosure statementNo competing interests were reported by the author(s).Additional informationNotes on contributorsElizabeth Adams St. PierreElizabeth Adams St.Pierre is Professor in the Mary Frances Early College of Education and Affiliated Professor of both the Interdisciplinary Qualitative Research Program and the Institute for Women’s Studies at the University of Georgia. Her work focuses on poststructural theories of language and human being and post qualitative inquiry. She’s especially interested in the new empiricisms, the new materialisms, and the posthuman enabled by the ontological turnElliott KueckerElliott Kuecker is a Teaching Assistant Professor at the University of North Carolina at Chapel Hill in the School of Information and Library Science. He teaches courses in archival methods and information needs and publishes on pedagogy, qualitative methodologies, and theories of reading and writing.
{"title":"Reading: the long preparation for inquiry","authors":"Elizabeth Adams St. Pierre, Elliott Kuecker","doi":"10.1080/09518398.2023.2264244","DOIUrl":"https://doi.org/10.1080/09518398.2023.2264244","url":null,"abstract":"AbstractThis introduction to the special issue titled, “Reading: The Long Preparation for Inquiry,” asks why reading has not been as prominent as writing in educational and social science research. The authors suggest reading may not seem as empirical as writing and so has been assigned fairly limited roles in the research process—reading for the literature review at the beginning of a research project and reading to review research reports at the end. Reading, especially reading philosophy, which the authors encourage, can be considered speculative and ephemeral and bound more to the rational than the empirical side of the rational/empirical binary that structures empirical research’s epistemological goals. Also, it can be difficult to control reading—who knows what a reader might read? The authors recommend that researchers commit to reading as a necessary, lengthy preparation for scholarship and research. Disclosure statementNo competing interests were reported by the author(s).Additional informationNotes on contributorsElizabeth Adams St. PierreElizabeth Adams St.Pierre is Professor in the Mary Frances Early College of Education and Affiliated Professor of both the Interdisciplinary Qualitative Research Program and the Institute for Women’s Studies at the University of Georgia. Her work focuses on poststructural theories of language and human being and post qualitative inquiry. She’s especially interested in the new empiricisms, the new materialisms, and the posthuman enabled by the ontological turnElliott KueckerElliott Kuecker is a Teaching Assistant Professor at the University of North Carolina at Chapel Hill in the School of Information and Library Science. He teaches courses in archival methods and information needs and publishes on pedagogy, qualitative methodologies, and theories of reading and writing.","PeriodicalId":47971,"journal":{"name":"International Journal of Qualitative Studies in Education","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135351970","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 : 2023-10-06DOI: 10.1080/09518398.2023.2264247
Daniel P. S. Goh, Aaron Koh
AbstractThe news of a 16-year old teenager hacking a 13-year old boy to death in a toilet unprovoked in a secondary school in Singapore shook the whole nation in July 2021. In this article, we analyze the institutionalizing responses to the growing sense of youth mental health crisis in Singapore, catalyzed by River Valley High School incident, as the subjectification of wellbeing. We argue, firstly, that the national schools have become the main site for the production of networked surveillance and internalization of wellbeing. We examine the inclusive production of subjects characterized by varying levels of wellbeing in a rehabilitative social system exercising authority and control. Secondly, we argue that a totalizing system of surveillance and internalization is emerging in a technocratic heterotopia. We conclude by discussing interdisciplinary and intersectional alternative approaches emerging from the heterotopic space of the school.Keywords: FoucaultSingaporewell-beingyouth and mental healthheterotopia AcknowledgementsThe authors thank the two reviewers of this journal for their constructive and incisive comments and suggestions, and Qiao Earn Tay and Shai-Ann Koh for their research assistance.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsDaniel P. S. GohDaniel P. S. Goh is Associate Professor of Sociology, National University of Singapore. He is a comparative historical sociologist who works on state formation, cultural politics, Asian urbanisms, religion in Southeast Asia, and comparative education in Singapore.Aaron KohAaron Koh is Associate Professor in the Faculty of Education, The Chinese University of Hong Kong. He is the Joint Editor of International Studies in Sociology of Education and Co-Editor of the Book Series, Cultural Studies and Transdisciplinarity in Education. His research fields are elite schooling, international and comparative education and global studies in education.
【摘要】2021年7月，一名16岁的少年在新加坡一所中学的厕所里无故砍死了一名13岁的男孩，这条新闻震惊了整个国家。在这篇文章中，我们分析了由河谷高中事件催化的新加坡青少年心理健康危机意识的制度化反应，作为幸福感的主体化。我们认为，首先，国家学校已经成为生产网络监控和福利内部化的主要场所。我们研究了主体的包容性生产-以在康复社会系统中行使权威和控制的不同水平的福祉为特征。其次，我们认为一个监控和内部化的综合系统正在一个技术官僚的异托邦中出现。最后，我们讨论了从学校的异位空间中出现的跨学科和交叉的替代方法。关键词:福柯新加坡幸福青年与心理健康异位感谢两位审稿人提出的富有建设性和精辟的意见和建议，感谢他们对本文研究的协助。披露声明作者未报告潜在的利益冲突。daniel P. S. Goh，新加坡国立大学社会学副教授。他是一位比较历史社会学家，研究领域包括国家形成、文化政治、亚洲城市化、东南亚宗教和新加坡比较教育。柯浩伦，香港中文大学教育学院副教授。他是《教育社会学国际研究》的联合主编，《教育中的文化研究与跨学科》丛书的联合主编。主要研究领域为精英教育、国际与比较教育、全球教育研究。
{"title":"The youth mental health crisis and the subjectification of wellbeing in Singapore schools","authors":"Daniel P. S. Goh, Aaron Koh","doi":"10.1080/09518398.2023.2264247","DOIUrl":"https://doi.org/10.1080/09518398.2023.2264247","url":null,"abstract":"AbstractThe news of a 16-year old teenager hacking a 13-year old boy to death in a toilet unprovoked in a secondary school in Singapore shook the whole nation in July 2021. In this article, we analyze the institutionalizing responses to the growing sense of youth mental health crisis in Singapore, catalyzed by River Valley High School incident, as the subjectification of wellbeing. We argue, firstly, that the national schools have become the main site for the production of networked surveillance and internalization of wellbeing. We examine the inclusive production of subjects characterized by varying levels of wellbeing in a rehabilitative social system exercising authority and control. Secondly, we argue that a totalizing system of surveillance and internalization is emerging in a technocratic heterotopia. We conclude by discussing interdisciplinary and intersectional alternative approaches emerging from the heterotopic space of the school.Keywords: FoucaultSingaporewell-beingyouth and mental healthheterotopia AcknowledgementsThe authors thank the two reviewers of this journal for their constructive and incisive comments and suggestions, and Qiao Earn Tay and Shai-Ann Koh for their research assistance.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsDaniel P. S. GohDaniel P. S. Goh is Associate Professor of Sociology, National University of Singapore. He is a comparative historical sociologist who works on state formation, cultural politics, Asian urbanisms, religion in Southeast Asia, and comparative education in Singapore.Aaron KohAaron Koh is Associate Professor in the Faculty of Education, The Chinese University of Hong Kong. He is the Joint Editor of International Studies in Sociology of Education and Co-Editor of the Book Series, Cultural Studies and Transdisciplinarity in Education. His research fields are elite schooling, international and comparative education and global studies in education.","PeriodicalId":47971,"journal":{"name":"International Journal of Qualitative Studies in Education","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135351803","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 : 2023-10-03DOI: 10.1080/09518398.2023.2264235
Sarah Socorro Hurtado, Allyson Garcia
AbstractLimited research exists around the complexities of scholars who identify as survivors and subsequently engage in research about sexual violence and the relationship between their own scholarship and survivor identities. As scholars of color and survivors, who work in higher education, we navigate our own trauma and the trauma of others on a regular basis. This study was a transformative opportunity to explore our own experiences with writing dissertations on campus sexual violence. Employing the concept of masking and unmasking, we engaged in a critical duoethnography to explore the depths of our survivor identity during and after writing our dissertations. Because we use duoethnography, we present transparency and value rather than findings and discussion. Our study fosters understandings regarding the relationship between survivorship and scholarship and how unmasking the dissertation process can be an act of resistance for marginalized doctoral candidates.Keywords: Sexual violencesurvivorduoethnographyunmasking Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsSarah Socorro HurtadoDr. Sarah Socorro Hurtado (she, her, hers) is an Assistant Professor of Higher Education at the Morgridge College of Education at the University of Denver. Her research agenda focuses on critically addressing interpersonal violence within institutions of higher education. She received her doctorate from Indiana University-Bloomington.Allyson GarciaDr. Allyson Garcia (she, her, hers) received her Doctorate of Education from the University of Denver. She serves as the State Director for the Office of Adult Education Initiatives for the Colorado Department of Education. Previously, Ally was the Assistant Dean/Director of TRIO Student Support Services at Metropolitan State University-Denver.
{"title":"The dissertation process as one of healing and unmasking for sexual assault survivors","authors":"Sarah Socorro Hurtado, Allyson Garcia","doi":"10.1080/09518398.2023.2264235","DOIUrl":"https://doi.org/10.1080/09518398.2023.2264235","url":null,"abstract":"AbstractLimited research exists around the complexities of scholars who identify as survivors and subsequently engage in research about sexual violence and the relationship between their own scholarship and survivor identities. As scholars of color and survivors, who work in higher education, we navigate our own trauma and the trauma of others on a regular basis. This study was a transformative opportunity to explore our own experiences with writing dissertations on campus sexual violence. Employing the concept of masking and unmasking, we engaged in a critical duoethnography to explore the depths of our survivor identity during and after writing our dissertations. Because we use duoethnography, we present transparency and value rather than findings and discussion. Our study fosters understandings regarding the relationship between survivorship and scholarship and how unmasking the dissertation process can be an act of resistance for marginalized doctoral candidates.Keywords: Sexual violencesurvivorduoethnographyunmasking Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsSarah Socorro HurtadoDr. Sarah Socorro Hurtado (she, her, hers) is an Assistant Professor of Higher Education at the Morgridge College of Education at the University of Denver. Her research agenda focuses on critically addressing interpersonal violence within institutions of higher education. She received her doctorate from Indiana University-Bloomington.Allyson GarciaDr. Allyson Garcia (she, her, hers) received her Doctorate of Education from the University of Denver. She serves as the State Director for the Office of Adult Education Initiatives for the Colorado Department of Education. Previously, Ally was the Assistant Dean/Director of TRIO Student Support Services at Metropolitan State University-Denver.","PeriodicalId":47971,"journal":{"name":"International Journal of Qualitative Studies in Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135740288","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}
AbstractThis paper examines teachers’ understandings of affective indoctrination in a conflict-affected society, focusing on how teachers’ political orientations are entangled with these understandings. The exploration is conducted through a qualitative study of Greek-Cypriot primary and secondary school teachers who are identified as either conservative or progressive. The findings highlight that regardless of political orientation, teachers interpret the term indoctrination through a negative lens. However, teachers of progressive orientation view affective indoctrination as a part of everyday educational practices, whereas teachers of conservative orientation understand affective indoctrination as an exceptional case. The paper discusses the implications for teaching and teacher education. The relevance of teachers’ political orientation makes it all the more necessary that teachers and teacher educators delve deeper into the political and pedagogical implications of the entanglement between political orientations and understandings of affective indoctrination in schools.Keywords: IndoctrinationaffectconflictteachersCyprus Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 We are Greek-Cypriot researchers working in different education subfields—i.e. educational theory, curriculum analysis, sociolinguistics, language education—doing research on issues of ethnic conflict, peace, identity and language in the Greek-Cypriot educational system. This is our first study on affective indoctrination, but we have conducted several studies on these issues over the past several years (e.g. Zembylas et al., Citation2016; Zembylas & Loukaidis, Citation2021).2 Besides theoretical reasons, a pragmatic reason for choosing not to draw a hard line between affect and emotion is that there is no word for ‘affect’ in the Greek language. So, in our interviews, we use the term ‘emotion’ although both we and the participants make references to events and processes that include both an emotion or feeling and force (see also note #5).3 Greek Cypriots and Turkish Cypriots have always been educated in separate educational systems; although there is a very small number of Turkish-speaking students in a few Greek-Cypriot schools, the two educational systems have been ethnically homogeneous. Given the political sensitivities (e.g. the issue of ‘political recognition’ of the other side), it is difficult to include data from both communities, although there are efforts in recent years by some researchers in both communities to do so.4 Since, during participant recruitment, we asked around (teachers, inspectors, colleagues) to identify participants who were seen as ‘conservative’ and ‘progressive’, those who accepted our invitation to be interviewed were put into these preliminary categories.5 As noted earlier, we chose to translate the word ‘συναίσθημα’ [sin′esthima] into ‘emotion’, given that there is no distinction between affect and e
{"title":"Teachers’ understandings of indoctrination as ‘affective’: empirical evidence from conflict-affected Cyprus","authors":"Michalinos Zembylas, Xanthia Aristidou, Constadina Charalambous","doi":"10.1080/09518398.2023.2264242","DOIUrl":"https://doi.org/10.1080/09518398.2023.2264242","url":null,"abstract":"AbstractThis paper examines teachers’ understandings of affective indoctrination in a conflict-affected society, focusing on how teachers’ political orientations are entangled with these understandings. The exploration is conducted through a qualitative study of Greek-Cypriot primary and secondary school teachers who are identified as either conservative or progressive. The findings highlight that regardless of political orientation, teachers interpret the term indoctrination through a negative lens. However, teachers of progressive orientation view affective indoctrination as a part of everyday educational practices, whereas teachers of conservative orientation understand affective indoctrination as an exceptional case. The paper discusses the implications for teaching and teacher education. The relevance of teachers’ political orientation makes it all the more necessary that teachers and teacher educators delve deeper into the political and pedagogical implications of the entanglement between political orientations and understandings of affective indoctrination in schools.Keywords: IndoctrinationaffectconflictteachersCyprus Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 We are Greek-Cypriot researchers working in different education subfields—i.e. educational theory, curriculum analysis, sociolinguistics, language education—doing research on issues of ethnic conflict, peace, identity and language in the Greek-Cypriot educational system. This is our first study on affective indoctrination, but we have conducted several studies on these issues over the past several years (e.g. Zembylas et al., Citation2016; Zembylas & Loukaidis, Citation2021).2 Besides theoretical reasons, a pragmatic reason for choosing not to draw a hard line between affect and emotion is that there is no word for ‘affect’ in the Greek language. So, in our interviews, we use the term ‘emotion’ although both we and the participants make references to events and processes that include both an emotion or feeling and force (see also note #5).3 Greek Cypriots and Turkish Cypriots have always been educated in separate educational systems; although there is a very small number of Turkish-speaking students in a few Greek-Cypriot schools, the two educational systems have been ethnically homogeneous. Given the political sensitivities (e.g. the issue of ‘political recognition’ of the other side), it is difficult to include data from both communities, although there are efforts in recent years by some researchers in both communities to do so.4 Since, during participant recruitment, we asked around (teachers, inspectors, colleagues) to identify participants who were seen as ‘conservative’ and ‘progressive’, those who accepted our invitation to be interviewed were put into these preliminary categories.5 As noted earlier, we chose to translate the word ‘συναίσθημα’ [sin′esthima] into ‘emotion’, given that there is no distinction between affect and e","PeriodicalId":47971,"journal":{"name":"International Journal of Qualitative Studies in Education","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135199834","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 : 2023-09-28DOI: 10.1080/09518398.2023.2264243
Maddie N. Zdeblick
AbstractThe widespread myth that adults with intellectual disabilities lack agency still pervades learning and research spaces, justifying ableist teaching and research methods. Bringing critical, socio-cultural perspectives on disability together with Disability Justice principles, I present a joyful counternarrative, illustrating how a group of adults with intellectual disabilities exercised agency in and through one drama-based learning and research context. Using data generated through participant observation, group interviews, and analysis of short films, I illustrate how characteristics of this drama-based context—creativity, flexibility, multimodality, and supportiveness—afforded disabled participants’ interdependent agency. I explore tensions that arose during research regarding the nature of truthfulness, “good” storytelling, and systems of power. Results suggest an argument for the arts in learning and research with disabled participants, grounded not in their therapeutic benefit but in their capacity to afford agency, with implications for teachers and researchers looking to engage disabled participants in emancipatory work.Keywords: Disability justiceagencydisability studies in educationtheater and dramaarts-based pedagogy AcknowledgementsThank you to Drs. Margaret A. Beneke, Katherine E. Lewis, and Molly Shea, and my fellow doctoral students in the UW College of Education for providing invaluable mentorship throughout this research process. Thank you to Northwest Drama’s staff, volunteers, and most importantly CLAP participants without whose wisdom this work would not exist.Ethical approvalThe work in question was submitted for review to the University of Washington IRB. In accordance with federal guidelines, the IRB determined that the work did not fall within its purview and required no further review.Disclosure statementThe author reports there are no competing interests to declare.Notes1 I use person-first and identity-first language interchangeably to honor the disability community’s diverse language preferences.2 “A system of assigning value to people’s bodies and minds based on societally constructed ideas of normalcy, productivity, desirability, intelligence, excellence, and fitness… deeply rooted in eugenics, anti-Blackness, misogyny, colonialism, imperialism, and capitalism” (Lewis, Citation2022).3 Following Schalk (Citation2018), I use “bodyminds” to indicate the “the inextricability of mind and body” (p. 5).4 I follow Linton (Citation1998) and identify as “nondisabled” to strategically center disability. While I recognize that disability is a permeable and ever-shifting identity that gains its meaning from sociocultural context, I do not at this point in my life identify as a member of the disability community.5 All names in this paper have been changed to protect participants’ anonymity.Additional informationNotes on contributorsMaddie N. ZdeblickMaddie N. Zdeblick (she/her) is a Seattle-based teaching artist, director,
摘要成人智障人士缺乏能动性的误解在学习和研究领域仍然普遍存在，这为智障主义的教学和研究方法提供了理由。我将对残疾的批判性、社会文化视角与残疾正义原则结合在一起，提出了一个令人愉快的反叙事，说明了一群智力残疾的成年人如何在一个基于戏剧的学习和研究背景下行使自己的权力。通过参与者观察、小组访谈和短片分析产生的数据，我说明了这种基于戏剧的情境的特征——创造性、灵活性、多模态和支持性——如何为残疾参与者提供相互依赖的代理。我探索在研究过程中出现的关于真实性的本质、“好的”讲故事和权力体系的紧张关系。结果表明，与残疾参与者一起学习和研究艺术的论点，不是基于他们的治疗效益，而是基于他们负担得起的代理能力，这对希望让残疾参与者参与解放工作的教师和研究人员有启示。关键词:残疾司法机构残疾教育研究戏剧与戏剧教学法Margaret A. Beneke, Katherine E. Lewis和Molly Shea，以及我在西澳大学教育学院的博士同学们，感谢他们在整个研究过程中提供了宝贵的指导。感谢西北戏剧的工作人员，志愿者，最重要的是CLAP参与者，没有他们的智慧，这项工作就不会存在。伦理审批该工作已提交华盛顿大学伦理委员会审查。根据联邦指导方针，内部审查委员会确定这项工作不属于其职权范围，不需要进一步审查。披露声明作者报告无竞争利益需要申报。注1:我交替使用个人优先和身份优先的语言，以尊重残疾人群体不同的语言偏好“一种基于正常、生产力、可取性、智力、卓越和健康等社会建构的观念为人们的身体和思想赋予价值的体系……深深植根于优生学、反黑人、厌女症、殖民主义、帝国主义和资本主义”(Lewis, Citation2022)继沙尔克(Citation2018)之后，我使用“身心”来表示“身心的不可分割性”(第5页)我跟随林顿(Citation1998)，将“非残疾”定位为战略性地以残疾为中心。虽然我认识到残疾是一种可渗透的、不断变化的身份，它从社会文化背景中获得了它的意义，但在我的生活中，我并不认为自己是残疾群体的一员为保护参与者的匿名性，本文中的所有姓名均已更改。maddie N. Zdeblick(她/她)是西雅图的教学艺术家、导演和西雅图华盛顿大学教育学博士生。Maddie的研究重点是通过批判性的定性研究方法探索残疾学生的变革性艺术教育的新方法，这些方法将残疾正义的观点置于前景。Maddie在西雅图大学获得教育学硕士学位，在西北大学获得戏剧和社会学学士学位，专注于年轻观众的戏剧，并于2019年毕业于华盛顿州教学艺术家培训实验室。
{"title":"“Play my clip!”: arts-mediated agency in disability-centered learning and research","authors":"Maddie N. Zdeblick","doi":"10.1080/09518398.2023.2264243","DOIUrl":"https://doi.org/10.1080/09518398.2023.2264243","url":null,"abstract":"AbstractThe widespread myth that adults with intellectual disabilities lack agency still pervades learning and research spaces, justifying ableist teaching and research methods. Bringing critical, socio-cultural perspectives on disability together with Disability Justice principles, I present a joyful counternarrative, illustrating how a group of adults with intellectual disabilities exercised agency in and through one drama-based learning and research context. Using data generated through participant observation, group interviews, and analysis of short films, I illustrate how characteristics of this drama-based context—creativity, flexibility, multimodality, and supportiveness—afforded disabled participants’ interdependent agency. I explore tensions that arose during research regarding the nature of truthfulness, “good” storytelling, and systems of power. Results suggest an argument for the arts in learning and research with disabled participants, grounded not in their therapeutic benefit but in their capacity to afford agency, with implications for teachers and researchers looking to engage disabled participants in emancipatory work.Keywords: Disability justiceagencydisability studies in educationtheater and dramaarts-based pedagogy AcknowledgementsThank you to Drs. Margaret A. Beneke, Katherine E. Lewis, and Molly Shea, and my fellow doctoral students in the UW College of Education for providing invaluable mentorship throughout this research process. Thank you to Northwest Drama’s staff, volunteers, and most importantly CLAP participants without whose wisdom this work would not exist.Ethical approvalThe work in question was submitted for review to the University of Washington IRB. In accordance with federal guidelines, the IRB determined that the work did not fall within its purview and required no further review.Disclosure statementThe author reports there are no competing interests to declare.Notes1 I use person-first and identity-first language interchangeably to honor the disability community’s diverse language preferences.2 “A system of assigning value to people’s bodies and minds based on societally constructed ideas of normalcy, productivity, desirability, intelligence, excellence, and fitness… deeply rooted in eugenics, anti-Blackness, misogyny, colonialism, imperialism, and capitalism” (Lewis, Citation2022).3 Following Schalk (Citation2018), I use “bodyminds” to indicate the “the inextricability of mind and body” (p. 5).4 I follow Linton (Citation1998) and identify as “nondisabled” to strategically center disability. While I recognize that disability is a permeable and ever-shifting identity that gains its meaning from sociocultural context, I do not at this point in my life identify as a member of the disability community.5 All names in this paper have been changed to protect participants’ anonymity.Additional informationNotes on contributorsMaddie N. ZdeblickMaddie N. Zdeblick (she/her) is a Seattle-based teaching artist, director, ","PeriodicalId":47971,"journal":{"name":"International Journal of Qualitative Studies in Education","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135388799","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 : 2023-09-26DOI: 10.1080/09518398.2023.2258107
Veronica A. Jones, Kaleb L. Briscoe, Deryl K. Hatch-Tocaimaza, Eligio Martinez
AbstractProgram directors at community colleges must navigate institutional rhetoric to effectively support Men of Color. This study considers how administrators often exhibit a non-performative commitment to diversity, in that stated commitment might not equate to action. Utilizing a framework grounded in critical race theory and cognitive frames regarding diversity, deficit, and equity, the authors of the study interviewed directors of men of color programs to explore their administrators’ commitments to support the work. They also explored the ways that diversity rhetoric affected the success of their programs. Findings revealed that rhetoric often took the place of tangible action, that diversity rhetoric might contradict directors’ experiences, and that directors regularly acted as commodities to do the work of diversity with little support. Through this research, the authors offer several implications related to the need for more explicit institution-wide practices that center on equity-mindedness and move past generic frames about diversity.Keywords: Community collegescritical race theorydiversityequitymen of colorprogramming Disclosure statementNo potential conflict of interest was reported by the authors.Notes1 We will refer to these as “programs” throughout the remainder of the paper. We reiterate that for this paper the word “programs” focuses specifically on initiatives created for Men of Color in the community college setting.
{"title":"The commodification of men of color initiatives: community colleges directors’ experiences with non-performative commitment","authors":"Veronica A. Jones, Kaleb L. Briscoe, Deryl K. Hatch-Tocaimaza, Eligio Martinez","doi":"10.1080/09518398.2023.2258107","DOIUrl":"https://doi.org/10.1080/09518398.2023.2258107","url":null,"abstract":"AbstractProgram directors at community colleges must navigate institutional rhetoric to effectively support Men of Color. This study considers how administrators often exhibit a non-performative commitment to diversity, in that stated commitment might not equate to action. Utilizing a framework grounded in critical race theory and cognitive frames regarding diversity, deficit, and equity, the authors of the study interviewed directors of men of color programs to explore their administrators’ commitments to support the work. They also explored the ways that diversity rhetoric affected the success of their programs. Findings revealed that rhetoric often took the place of tangible action, that diversity rhetoric might contradict directors’ experiences, and that directors regularly acted as commodities to do the work of diversity with little support. Through this research, the authors offer several implications related to the need for more explicit institution-wide practices that center on equity-mindedness and move past generic frames about diversity.Keywords: Community collegescritical race theorydiversityequitymen of colorprogramming Disclosure statementNo potential conflict of interest was reported by the authors.Notes1 We will refer to these as “programs” throughout the remainder of the paper. We reiterate that for this paper the word “programs” focuses specifically on initiatives created for Men of Color in the community college setting.","PeriodicalId":47971,"journal":{"name":"International Journal of Qualitative Studies in Education","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134886905","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：