Posts tagged ‘education’

5 April 2011

Education articles for free

Routledge tells me to tell you that its education journals are freely available throughout the month of April. All articles are available for free download including (ahem) this one:

Macgilchrist, Felicitas, & Christophe, Barbara. (2011). Translating globalization theories into educational research: Thoughts on recent shifts in Holocaust education. Discourse: Studies in the Cultural Politics of Education, 32(1), 145-158.

Abstract: Much educational research on globalization aims to prepare students to be successful citizens in a global society. We propose a set of three concepts, drawing on systems theory (Nassehi, Stichweh) and theories of the subject (Butler, Foucault), to think the global which enables educational research to step back from hegemonic discourses and reflect on current practices. Globalization is understood in this approach as referring to: (1) a cognitive shift; (2) expanding relevancy spaces; and (3) new forms of subjectivation. The framework is illustrated with examples from educational policy and learning materials, with an extended look at how globalization is articulated in recent shifts in Holocaust education.

And other articles in

…and many more education journals.

20 December 2010

RSA animate and educational change

How radically would education change if Ken Robinson’s ideas – animated here at the RSA – were implemented.

…animated by cognitive media

26 April 2010

Science textbooks, girls and performance

World Science reports that “mostly-male book images may reduce girls’ science scores“. Or to frame it more positively, more images of girls in the textbooks increased girls’ performance.

Part of the rea­son boys tend to out­score girls in sci­ence clas­ses may be that most text­books show pre­dom­i­nantly male sci­en­tists’ im­ages, a small ex­plor­a­to­ry study has found.

The stu­dy, on 81 young high-school stu­dents, saw the “gen­der gap” ap­par­ently re­versed when youths were tested based on a text con­tain­ing only female sci­ent­ist im­ages, in­ves­ti­ga­tors said. The gap re­turned in its usu­al form when ma­le-only im­ages were used—and van­ished when the pho­tos showed equal num­bers of men and wom­en sci­en­tists, re­search­ers said. … (April 23, 2010)

The full stu­dy: Jes­si­ca J. Good, Julie A. Woodzicka and Lylan C. Wingfield (2010). “The Effects of Gender Stereotypic and Counter-Stereotypic Textbook Images on Science Performance”, Jour­nal of So­cial Psy­chol­o­gy150 (2): 132-147. (Abstract)

13 April 2010

Grammar in schools

On the comeback of grammar in the new Australian curriculum for English. In the Sydney Morning Herald.

Grammar was cut in the ’70s because of a view it didn’t help students’ writing, said Dr Sally Humphrey from the University of Sydney’s linguistics department.

”It was like, ‘We’re just going to give you building blocks; we’re not going to show you how it works in text.”’ The grammar starring in the new curriculum ”isn’t a set of rules for ‘correct’ use”, she said, but ”a set of resources or a tool kit” to be used according to the situation – whether it’s texting, giving a presentation in class or writing a history essay. […]

It’s about ”letting kids in on the ‘secret’ of how good writers and good text producers do their work through the resources of language, through the resources of grammar – ‘hey, this is how it’s done!’,” Dr Humphrey said. ”And that’s an equity issue … Kids who haven’t got access to middle-class homes and middle-class ways of using language that are valued in the schools, they do need [the workings of language] made explicit.”

The draft curriculum is open for comment until 23 May 2010.

12 April 2010

Schools, tests and human rights

A potentially very effective blend of discourses was seen earlier this week at the National Union of Teachers conference in England. Christine Blower, the NUT’s general secretary, condemed national tests for 10- and 11-year olds (“Sats”) by critically articulating their reduction of children to “little bundles of measurable outputs” with the UN convention on the rights of the child. Under the convention, children are entitled to an education which helps develop their “personalitites, talents and abilities to their fullest potential”.

Blower said: “The NUT says ‘yes’ to risk-taking and exciting approaches to learning and ‘no’ to children as little bundles of measurable outputs.” (Guardian, 7 April 2010)

23 May 2009


Interesting talk at Birkbeck yesterday by Sigal Ben-Porath on citizenship and citizenship education. Is it, she was asking, more a matter of “identity”, i.e. vertical identification with the nation or state; prioritising beliefs and attitudes, and implying an exclusory attachment to particular symbolic forms? Or is it more or more a matter of what she termed “shared fate”, i.e. horizontal affiliations and connections with other individuals; prioritising actions, shared histories and institutions and the shared project of definining attachments, and implying a pluralist step beyond “community cohesion”?

Mex vs. BC (Born Citizen) also take a look at these two understandings:

…the latino comedy project

28 February 2009

Race-ness, gender-ness and class-ness

Quote of the day from Thomas Popkewitz and Sverker Lindblad:

It is not race, gender or class that is the central concern of research, but the production of the race-ness, gender-ness or class-ness of individuality. (2000: 23)

And, indeed, the production of individuality itself.

In their paper they outline two sets of approaches to studying the relation between educational governance and social inclusion/exclusion. What they call the equity problematic largely adopts policy makers’ discourse, aiming to improve inclusion:

Policy research becomes bound to the policy makers’ definition of the problem, taking the categories and problem definitions derived from governmental policies as the problems of research without any serious intellectual scrutiny. (2000: 6)

In the knowledge problematic, on the other hand, the construction of the categories to identify inclusion and exclusion is the focus of research:

The problem is not only access and participation, but the rules through which divisions and distinctions qualify and disqualify individuals for action. (2000: 23)

Popkewitz, T., & Lindblad, S. (2000). Educational Governance and Social Inclusion and Exclusion: some conceptual difficulties and problematics in policy and research. Discourse: Studies in the Cultural Politics of Education, 21(1), 5-44. (Longer report can be downloaded here).

27 January 2009

Language ideology

I love when academic papers set off personal recollections which are then theorised within the academic frame. This is one of the joys of discourse analysis for me — when it relates to, enriches and is enriched by everyday experience. Publicly Flaying the Flayed Dog is recounting her experiences of restaurant Spanish – set off by Rusty Barrett’s article “Language ideology and racial inequality: Competing functions of Spanish in an Anglo-owned Mexican restaurant” (Language in Society [2006], 35:2, 163-204):


This article examines the influence of language ideology on interactions between English-speaking Anglo and monolingual Spanish-speaking employees in an Anglo-owned Mexican restaurant in Texas. In directives to Spanish-speaking employees, Anglo managers typically use English with elements of Mock Spanish. Because the Anglo managers fail to question whether their limited use of Spanish is sufficient for communicative success, Spanish speakers are almost always held responsible for incidents resulting from miscommunication. For Latino workers, Spanish provides an alternative linguistic market in which Spanish operates as a form of solidarity and resistance. The competing functions of Spanish serve to reinforce racial segregation and inequality in the workplace.

11 December 2008

Taylor Mali on What Teachers Make

For teachers on those gloomy days when they aren’t sure why they’re doing what they’re doing. Poet Taylor Mali deconstructs negative hegemonic views of teachers and teaching… Beautiful.

With thanks to Karl Maton on the sys-func email list.

23 September 2008

School soap in Berlin

“Große Pause” is a fictional tv soap opera set in the Goethe High School in Berlin.

All summer, free four-day workshops have been running in different Berlin districts to make trailers for the soap. Over the four days, 14 to 18 year olds learn how to work behind and in front of the camera, to layout on the computer and to deal with audio recordings. Professional media producers tell participants about their daily work, and about career options.

The final workshop is being held on 20/21 September and 27/28 September in Wedding. On 12 October, the results of the workshops will be presented live on the public access tv channel, Offener Kanal Berlin. A jury will choose the best ads. The tv show on OKB will be designed, planned and produced together with the workshop participants.