Pub Date : 2023-07-04DOI: 10.1080/01425692.2023.2214027
Josefine Jahreie
This article-based thesis offers a study of how the increasing policy emphasis on children’s school readiness shapes early childhood education and care (ECEC) teachers’ work with children aged between 0 and 6 years. In four articles, I examine how Norwegian and Danish ECEC teachers both challenge and comply with the ruling constructs of school readiness by drawing on various and at times conflicting institutional discourses in their interactions with children, colleagues, parents, municipal authorities, and school representatives. The data for the studies consist of detail-rich transcripts of individual and group interviews with 22 ECEC teachers, describing their work of supporting and assessing the language development of children from minority-language backgrounds. These are coupled with a systematic configurative research review of the existing empirical studies on ECEC teachers’ perceptions of school readiness.
{"title":"Announcement of doctoral theses","authors":"Josefine Jahreie","doi":"10.1080/01425692.2023.2214027","DOIUrl":"https://doi.org/10.1080/01425692.2023.2214027","url":null,"abstract":"This article-based thesis offers a study of how the increasing policy emphasis on children’s school readiness shapes early childhood education and care (ECEC) teachers’ work with children aged between 0 and 6 years. In four articles, I examine how Norwegian and Danish ECEC teachers both challenge and comply with the ruling constructs of school readiness by drawing on various and at times conflicting institutional discourses in their interactions with children, colleagues, parents, municipal authorities, and school representatives. The data for the studies consist of detail-rich transcripts of individual and group interviews with 22 ECEC teachers, describing their work of supporting and assessing the language development of children from minority-language backgrounds. These are coupled with a systematic configurative research review of the existing empirical studies on ECEC teachers’ perceptions of school readiness.","PeriodicalId":48085,"journal":{"name":"British Journal of Sociology of Education","volume":"44 1","pages":"962 - 962"},"PeriodicalIF":2.1,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46605969","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-27DOI: 10.1080/01425692.2023.2229032
Simone Mejding Poulsen, J. Rowlands
Abstract This paper investigates how the emotional responses towards research assessment reflect both social position and strategy in the struggle for scientific authority. This is examined through interviews with humanities researchers conducted as a part of a study on the implications for research practice of the Danish Bibliometric Research Indicator (BFI). Drawing on Bourdieu’s theory of practice and Scheer and Matthäus’ conceptualisation of the affective habitus and emotional practices, our research suggests that emotions can be conceptualized as strategic practices closely tied to the hierarchical position of the researchers. Established researchers deployed emotional practices as a form of resistance against compliance-based research assessment to retain their scientific authority and autonomy, while early-career researchers generally wanted to resist but their precarious positions did not afford them the possibility to do so. The study thus highlights the potential of studying emotions in relation to resistance and reproduction of dominance in higher education.
{"title":"Research assessment, emotional practices, and the social hierarchy: what can you afford to feel?","authors":"Simone Mejding Poulsen, J. Rowlands","doi":"10.1080/01425692.2023.2229032","DOIUrl":"https://doi.org/10.1080/01425692.2023.2229032","url":null,"abstract":"Abstract This paper investigates how the emotional responses towards research assessment reflect both social position and strategy in the struggle for scientific authority. This is examined through interviews with humanities researchers conducted as a part of a study on the implications for research practice of the Danish Bibliometric Research Indicator (BFI). Drawing on Bourdieu’s theory of practice and Scheer and Matthäus’ conceptualisation of the affective habitus and emotional practices, our research suggests that emotions can be conceptualized as strategic practices closely tied to the hierarchical position of the researchers. Established researchers deployed emotional practices as a form of resistance against compliance-based research assessment to retain their scientific authority and autonomy, while early-career researchers generally wanted to resist but their precarious positions did not afford them the possibility to do so. The study thus highlights the potential of studying emotions in relation to resistance and reproduction of dominance in higher education.","PeriodicalId":48085,"journal":{"name":"British Journal of Sociology of Education","volume":"44 1","pages":"1035 - 1050"},"PeriodicalIF":2.1,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46908095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-21DOI: 10.1080/01425692.2023.2225212
Claire Bonnard
Abstract In France, a quarter of pupils change schools during their elementary education. In this article, we analyse families’ motives in changing schools. Using a rich longitudinal database, we distinguish different motives for mobility: strategic mobility (search for a better school), reactive mobility (due to school difficulties) and residential mobility (due to a move). These different mobilities concern different academic and social student profiles. We then examine the extent to which school mobility influences later school performance. Using matching methods, we show that mobile pupils have significantly higher academic achievement than non-mobile pupils at the end of elementary school. These results are nevertheless heterogeneous with a neutral influence of strategic mobility, a negative influence of reactive mobility and a positive influence of residential mobility.
{"title":"Pupils’ school mobility during elementary school: what motives and results?","authors":"Claire Bonnard","doi":"10.1080/01425692.2023.2225212","DOIUrl":"https://doi.org/10.1080/01425692.2023.2225212","url":null,"abstract":"Abstract In France, a quarter of pupils change schools during their elementary education. In this article, we analyse families’ motives in changing schools. Using a rich longitudinal database, we distinguish different motives for mobility: strategic mobility (search for a better school), reactive mobility (due to school difficulties) and residential mobility (due to a move). These different mobilities concern different academic and social student profiles. We then examine the extent to which school mobility influences later school performance. Using matching methods, we show that mobile pupils have significantly higher academic achievement than non-mobile pupils at the end of elementary school. These results are nevertheless heterogeneous with a neutral influence of strategic mobility, a negative influence of reactive mobility and a positive influence of residential mobility.","PeriodicalId":48085,"journal":{"name":"British Journal of Sociology of Education","volume":"44 1","pages":"1018 - 1034"},"PeriodicalIF":2.1,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44369972","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-16DOI: 10.1080/01425692.2023.2219404
Carla Tapia, Parlo Singh, S. Whatman, D. Bargallie
Abstract While much has been written about student movements against the neoliberal privatisation of education in Chile, less attention has been given to teacher activism around similar educational matters. In this article, we contribute to the field of teacher activism as a social movement to resist the global education reforms of neoliberal education policies/practices. Data for the study were generated through yarning, photo-yarning and testimonios, methods often deployed in Indigenous and mestiza feminist research. Basil Bernstein’s theoretical work on pedagogic rights and democratic formations, initially developed in Chile, was used to analyse the data. Teacher activists argued that their collective struggles over what constitutes the public of public education, has interrupted the neoliberal agenda. However, battles over public education, its purposes, who should it serve, remain ongoing. New ways of privatising education are being enacted in Chile that are harder to resist, challenge and change.
{"title":"Teacher activism: struggles over public education in Chile","authors":"Carla Tapia, Parlo Singh, S. Whatman, D. Bargallie","doi":"10.1080/01425692.2023.2219404","DOIUrl":"https://doi.org/10.1080/01425692.2023.2219404","url":null,"abstract":"Abstract While much has been written about student movements against the neoliberal privatisation of education in Chile, less attention has been given to teacher activism around similar educational matters. In this article, we contribute to the field of teacher activism as a social movement to resist the global education reforms of neoliberal education policies/practices. Data for the study were generated through yarning, photo-yarning and testimonios, methods often deployed in Indigenous and mestiza feminist research. Basil Bernstein’s theoretical work on pedagogic rights and democratic formations, initially developed in Chile, was used to analyse the data. Teacher activists argued that their collective struggles over what constitutes the public of public education, has interrupted the neoliberal agenda. However, battles over public education, its purposes, who should it serve, remain ongoing. New ways of privatising education are being enacted in Chile that are harder to resist, challenge and change.","PeriodicalId":48085,"journal":{"name":"British Journal of Sociology of Education","volume":"44 1","pages":"963 - 977"},"PeriodicalIF":2.1,"publicationDate":"2023-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45718409","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"School and community relationships in Mexico. Researching inclusion in education from critical and decolonial perspectives","authors":"Cristina Perales Franco, Stefano Claudio Sartorello","doi":"10.1080/01425692.2023.2219406","DOIUrl":"https://doi.org/10.1080/01425692.2023.2219406","url":null,"abstract":"","PeriodicalId":48085,"journal":{"name":"British Journal of Sociology of Education","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44391092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-04DOI: 10.1080/01425692.2023.2219853
F. Acuña, Francisca Corbalán
{"title":"Giving space to the subject’s potential present: Zemelman’s contributions to Sociology of Education","authors":"F. Acuña, Francisca Corbalán","doi":"10.1080/01425692.2023.2219853","DOIUrl":"https://doi.org/10.1080/01425692.2023.2219853","url":null,"abstract":"","PeriodicalId":48085,"journal":{"name":"British Journal of Sociology of Education","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49547721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-04DOI: 10.1080/01425692.2023.2220928
Cameron Henshall, H. Prosser, Fida Sanjakdar
Abstract The role of schools in developing a sense of common British identity has taken centre stage in the face of ‘racialised’ accounts of violence during the twenty first century. In this paper, we argue that certain British education policy documents can be understood as hegemonic interventions seeking to resolve ambiguities surrounding constructions of British identity. We do so by examining the Department for Education (DfE) ‘Fundamental British Values’ (FBV) guidance within the context of its relationship to the Prevent Duty anti-terrorism programme as well as the ‘Political impartiality in schools’ guidance released by the DfE in 2022. Utilising Critical Discourse Analysis (CDA) and applying Laclau and Mouffe (2014/1985) conception of hegemony with Hall’s (2021/2000) claim that ‘Britishness’ is an empty signifier, this paper argues that the ambiguities of ‘Britishness’ present a number of opportunities for power to be exercised and consolidated. Finally, we explore the possible implications for demands to ‘decolonise the curriculum’ within schools’ existing duties and propose possible structural limits placed upon these demands by said duties.
{"title":"Empty Britain? Hegemony and ambiguity in British education policy","authors":"Cameron Henshall, H. Prosser, Fida Sanjakdar","doi":"10.1080/01425692.2023.2220928","DOIUrl":"https://doi.org/10.1080/01425692.2023.2220928","url":null,"abstract":"Abstract The role of schools in developing a sense of common British identity has taken centre stage in the face of ‘racialised’ accounts of violence during the twenty first century. In this paper, we argue that certain British education policy documents can be understood as hegemonic interventions seeking to resolve ambiguities surrounding constructions of British identity. We do so by examining the Department for Education (DfE) ‘Fundamental British Values’ (FBV) guidance within the context of its relationship to the Prevent Duty anti-terrorism programme as well as the ‘Political impartiality in schools’ guidance released by the DfE in 2022. Utilising Critical Discourse Analysis (CDA) and applying Laclau and Mouffe (2014/1985) conception of hegemony with Hall’s (2021/2000) claim that ‘Britishness’ is an empty signifier, this paper argues that the ambiguities of ‘Britishness’ present a number of opportunities for power to be exercised and consolidated. Finally, we explore the possible implications for demands to ‘decolonise the curriculum’ within schools’ existing duties and propose possible structural limits placed upon these demands by said duties.","PeriodicalId":48085,"journal":{"name":"British Journal of Sociology of Education","volume":"44 1","pages":"996 - 1017"},"PeriodicalIF":2.1,"publicationDate":"2023-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49062867","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-01DOI: 10.1080/01425692.2023.2219405
Geng Wang
Abstract Government reports and documents claim that building a high skill society is critical for national success in China. In this paper, eight policies in relation to the government’s espoused priorities of upskilling are examined. Applying the principles of critical policy analysis, the paper aims to expose the ideological presuppositions made in these policies. The findings in this paper reveal that the Chinese government may have focused on upgrading the credentials, rather than the actual skills that these credentials signal, thus reinforced forms of consciousness that maintain the academic-focus, credential-driven hegemony. The new policies have vigorously invested in the ‘model schools’, yet further excluding non-model schools and the marginalised learners. This investment, emphasising the ‘supply-side’ of skills provision, has also led to a more fragmented connection between the training system and industry. The promotion of ‘entrepreneurial talent training’, with an intention of enhancing young people’s employability and building a knowledge-based economy, may act as a technique for ‘self-government’ under the influence of a neoliberal ideology. The responsibility of skill acquisition may have shifted to individual students, who will encounter increased precarity on their routes into work. Drawing on Gramsci’s concept of hegemonic power, the paper highlights China’s national skills policies may further facilitate the reproduction of current forms of inequality in training as well as contribute to construct and manage the neoliberal subjects required by the Reform Era.
{"title":"Upskilling the workforce? A critical analysis of national skills policies in China’s Reform Era","authors":"Geng Wang","doi":"10.1080/01425692.2023.2219405","DOIUrl":"https://doi.org/10.1080/01425692.2023.2219405","url":null,"abstract":"Abstract Government reports and documents claim that building a high skill society is critical for national success in China. In this paper, eight policies in relation to the government’s espoused priorities of upskilling are examined. Applying the principles of critical policy analysis, the paper aims to expose the ideological presuppositions made in these policies. The findings in this paper reveal that the Chinese government may have focused on upgrading the credentials, rather than the actual skills that these credentials signal, thus reinforced forms of consciousness that maintain the academic-focus, credential-driven hegemony. The new policies have vigorously invested in the ‘model schools’, yet further excluding non-model schools and the marginalised learners. This investment, emphasising the ‘supply-side’ of skills provision, has also led to a more fragmented connection between the training system and industry. The promotion of ‘entrepreneurial talent training’, with an intention of enhancing young people’s employability and building a knowledge-based economy, may act as a technique for ‘self-government’ under the influence of a neoliberal ideology. The responsibility of skill acquisition may have shifted to individual students, who will encounter increased precarity on their routes into work. Drawing on Gramsci’s concept of hegemonic power, the paper highlights China’s national skills policies may further facilitate the reproduction of current forms of inequality in training as well as contribute to construct and manage the neoliberal subjects required by the Reform Era.","PeriodicalId":48085,"journal":{"name":"British Journal of Sociology of Education","volume":"44 1","pages":"978 - 995"},"PeriodicalIF":2.1,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45006222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-30DOI: 10.1080/01425692.2023.2208740
Stian A. Uvaag
Abstract This study examines same-sex siblings’ educational mobility using high-quality register data from Norway. The study explores how the educational level of younger siblings varies with the education of parents and firstborn siblings. Younger siblings are generally more likely to attain the same education as the eldest. Even though the distance and direction of educational mobility co-varies between the eldest and younger siblings, the association appears weaker when the firstborn children of highly educated parents only attain compulsory schooling. Furthermore, educational similarity within and across generations is particularly widespread among the families with the least and most educated parents. The study demonstrates how differentials in educational attainment by family background increase when comparing sibling pairs rather than individuals. Accordingly, researchers must also consider family outcomes to understand the stratification that follows intergenerational mobility.
{"title":"Siblings’ educational mobility and the educational stratification of families","authors":"Stian A. Uvaag","doi":"10.1080/01425692.2023.2208740","DOIUrl":"https://doi.org/10.1080/01425692.2023.2208740","url":null,"abstract":"Abstract This study examines same-sex siblings’ educational mobility using high-quality register data from Norway. The study explores how the educational level of younger siblings varies with the education of parents and firstborn siblings. Younger siblings are generally more likely to attain the same education as the eldest. Even though the distance and direction of educational mobility co-varies between the eldest and younger siblings, the association appears weaker when the firstborn children of highly educated parents only attain compulsory schooling. Furthermore, educational similarity within and across generations is particularly widespread among the families with the least and most educated parents. The study demonstrates how differentials in educational attainment by family background increase when comparing sibling pairs rather than individuals. Accordingly, researchers must also consider family outcomes to understand the stratification that follows intergenerational mobility.","PeriodicalId":48085,"journal":{"name":"British Journal of Sociology of Education","volume":"98 ","pages":"824 - 842"},"PeriodicalIF":2.1,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41277755","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-19DOI: 10.1080/01425692.2023.2216409
G. Crozier
Making a complaint may sound like something fairly trivial and as Sara Ahmed tells us when complaints are lodged in the university they are often treated as such. They are brushed aside as moans and whinges and such behaviour is frequently ascribed to women, Black or Minority Ethnic people and LGBTQ, thus marginalising and ultimately silencing groups of people who have historically and contemporaneously been silenced. And yet most universities have procedures and processes through which staff and students can complain, not least as in Britain, in order to meet the Equality Act, for example. In this highly original and engaging book Sara Ahmed forensically reveals that making a complaint in the university system is not what it might seem to be; as she says in her opening sentence ‘To be heard complaining is not to be heard’. (1). As is well known, since it was widely reported, Sara Ahmed resigned from her university and indeed academia, because of the failure of her institution to respond satisfactorily to complaints made by students about sexual harassment. Ahmed had herself tried to support the students but to little avail. She explains in the book that she decided to undertake the research into making a complaint before she resigned and continued it, after a pause, after her resignation. The book is an ethnography of institutional process, control and reproduction. It is also an interrogation of racism, sexism, homophobia and ableism within the institution through the experiences of the complaint process. Sara Ahmed gathered the testimonies, as she describes them, through narrative interviews with 40 students, academics, researchers and administrators who had been involved in some way in a formal complaint process, about ‘unequal or unjust working conditions or abuses of power such as harassment and bullying’. (9). Most of the participants contacted Ahmed through her website or blog. The response to the complaints issue was overwhelming which is indicative of the extent of the problem and also the desire for someone to listen and give some acknowledgement and thus validation. Sara Ahmed is a well-known feminist and as she says she had become a feminist ear for her institution; now she was able to become a feminist ear for those outside in other institutions. This book also represents a feminist ear. Complaint, as Ahmed says, is a form of feminist pedagogy in that making a complaint is to speak out against abuse, harassment, discrimination and an unfair system frequently against women but also ‘people of colour’, disabled people and LGBTQ. It is a means of exposing the nature of institutions and how they work – how they work frequently to reproduce themselves, and reinforce themselves, thus resisting change. As a feminist ear and someone who had demonstrated her commitment to fighting for justice, as well as her autonomous position by resigning, Sara Ahmed evoked a strong sense of trust from the participants in that they felt they and their stor
{"title":"Complaint!","authors":"G. Crozier","doi":"10.1080/01425692.2023.2216409","DOIUrl":"https://doi.org/10.1080/01425692.2023.2216409","url":null,"abstract":"Making a complaint may sound like something fairly trivial and as Sara Ahmed tells us when complaints are lodged in the university they are often treated as such. They are brushed aside as moans and whinges and such behaviour is frequently ascribed to women, Black or Minority Ethnic people and LGBTQ, thus marginalising and ultimately silencing groups of people who have historically and contemporaneously been silenced. And yet most universities have procedures and processes through which staff and students can complain, not least as in Britain, in order to meet the Equality Act, for example. In this highly original and engaging book Sara Ahmed forensically reveals that making a complaint in the university system is not what it might seem to be; as she says in her opening sentence ‘To be heard complaining is not to be heard’. (1). As is well known, since it was widely reported, Sara Ahmed resigned from her university and indeed academia, because of the failure of her institution to respond satisfactorily to complaints made by students about sexual harassment. Ahmed had herself tried to support the students but to little avail. She explains in the book that she decided to undertake the research into making a complaint before she resigned and continued it, after a pause, after her resignation. The book is an ethnography of institutional process, control and reproduction. It is also an interrogation of racism, sexism, homophobia and ableism within the institution through the experiences of the complaint process. Sara Ahmed gathered the testimonies, as she describes them, through narrative interviews with 40 students, academics, researchers and administrators who had been involved in some way in a formal complaint process, about ‘unequal or unjust working conditions or abuses of power such as harassment and bullying’. (9). Most of the participants contacted Ahmed through her website or blog. The response to the complaints issue was overwhelming which is indicative of the extent of the problem and also the desire for someone to listen and give some acknowledgement and thus validation. Sara Ahmed is a well-known feminist and as she says she had become a feminist ear for her institution; now she was able to become a feminist ear for those outside in other institutions. This book also represents a feminist ear. Complaint, as Ahmed says, is a form of feminist pedagogy in that making a complaint is to speak out against abuse, harassment, discrimination and an unfair system frequently against women but also ‘people of colour’, disabled people and LGBTQ. It is a means of exposing the nature of institutions and how they work – how they work frequently to reproduce themselves, and reinforce themselves, thus resisting change. As a feminist ear and someone who had demonstrated her commitment to fighting for justice, as well as her autonomous position by resigning, Sara Ahmed evoked a strong sense of trust from the participants in that they felt they and their stor","PeriodicalId":48085,"journal":{"name":"British Journal of Sociology of Education","volume":"44 1","pages":"790 - 794"},"PeriodicalIF":2.1,"publicationDate":"2023-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43184355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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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