School field trips and the curriculum of public spaces

Drawing on material from an ethnographic study, I examine transformations in the nature of public spaces for children, and the school's role in producing those spaces. Space is treated as a product of social practice, not simply a frame for it. I contend that, as young children are increasingly immobilized in urban landscapes, school field trips become critical occasions for introducing them to, and framing their participation in, public spaces. I focus primarily on a field trip to an art museum in a redeveloped downtown, and then look briefly at a different type of trip, illustrated by a visit to Thomas Jefferson's Monticello.     

Demophilia: A Discursive Counter to Demophobia in the Early Republic

The term “democracy” is ambivalent—in the history of the United States, it has played both god term and devil term, and inspired both sacrifice and trembling. Robert L. Ivie has mapped the discourse by which American policy elites have said “no” to democracy—the rhetoric of “demophobia.” This essay complements his analysis by mapping the discourse by which Americans began to say “yes” to democracy during President Thomas Jefferson's administration—the rhetoric of “demophilia.” Understood as a discursive formation, demophilia creates space for rhetoric and deliberation that is closed by demophobia. In the process, demophilia disciplines democracy by producing deliberative subjects properly attuned to civil speech.     

To what extent do frameworks of reading development and the phonics screening check support the assessment of reading development in England?

The purpose of this article is to question the suitability of the phonics screening check in relation to models and theories of reading development. The article questions the appropriateness of the check by drawing on theoretical frameworks which underpin typical reading development. I examine the Simple View of Reading developed by Gough and Tunmer and Ehri's model of reading development. The article argues that the assessment of children's development in reading should be underpinned and informed by a developmental framework which identifies the sequential skills in reading development.     

从《中国漫游记》看德富苏峰的东北认识

德富苏峰一生多次周游中国,发表过很多关于中国的言论。他对我国东北地区也非常重视,其东北认识在其中国观中占有举足轻重的地位。《中国漫游记》体现了德富苏峰具体、直接、真实的东北认识：视东北为实现其“大日本膨胀”梦想的重要之地、日本享有特殊权益之地、日本统治成绩卓著之地。归纳总结德富苏峰的东北认识,即他认为日本侵略我国东北是必要、必然,而且是正当合理的。研究德富苏峰的东北认识不仅有利于我们正确认识其中国观,而且有利于我们深入挖掘日本军国主义的思想根源。     

A Perspective on Individual Growth and Classroom Management

I have come to a frightening conclusion. I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher I possess tremendous power to make a child's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations it is my response that decides whether a crisis will be escalated or de‐escalated, and a child humanized or dehumanized. ¹ 1. Ginott, Haim. Teacher and Child. New York: MacMillan, 1972. View all notes     

Jefferson's other

This essay investigates how various representations of the public memory of Thomas Jefferson function rhetorically. Curiously, such representations depict a past for which no certain record exists. The portrayal of Jefferson's alleged affair with Sally Hemings in novels, films, and other discourses demonstrates that the rhetoric of public memory, which preserves the relevance and utility of the past for audiences in the present, is often sustained, not by a transparent or even plausible understanding of former persons and events, but by profound and potentially irresolvable confusions over the relationship between what is commemorated and those doing the commemorating. The essay scrutinizes how three different forms of rhetoric respond to such confusion by fashioning memories of Jefferson that reflect contemporary desires to explain the mysteries of his enigmatic past. Consequently, the essay argues that the contemporary public memory of Jefferson is defined by a discursive haunting of his official reputation in which various ghostly counterparts are said to represent what the official record can only suggest.     

Table of Contents

Executive Summary Foreword Acknowledgments Women's Status in Higher Education: Background and Significance Guiding Assumptions and Questions Historical Context Legislative and Policy Initiatives Women in the Curriculum Scholarship Organization of this Monograph Framing Women's Status Through Multiple Lenses Why Theory? Why Feminist Theory? Multiple Frames Summary Examining Women's Status: Access and Representation as Key Equity Indicators Women's Access to Postsecondary Education Representation of Women Students in Higher Education Cocurricular Representation Graduate Students Faculty Women Staff in Higher Education Women and Governing Boards Summary Examining Women's Status: Campus Climate and Gender Equity Classroom Climate Climate Beyond the Classroom Climate for Women Staff, Faculty, and Administrators Salary Equity Summary Advancing Women's Status: Analyzing Predominant Change Strategies Organizing Schemes Enhancing Gender Equity Summary Implications and Recommendations Recommendations for Further Research Implications Recommendations for Practice Summing Up References Name Index Subject Index About the Author     

Don't Fence Me In: the Liberation of Undomesticated Critique

In response to Helmut Heid's critique of domesticated philosophical critique, I focus on the metaphor of domestication, which is central to his article. Drawing on the work of Jacques Derrida, I offer a deconstructive critique of the opposition between domesticated and undomesticated critique, arguing that a clear conceptual demarcation between the two is impossible, and that ‘domesticated’ and ‘undomesticated’ critique always carry each other's traces. I explore connections between the undomesticated and das Unheimliche (Freud's ‘Uncanny’), as well as differences between Helmut Heid's and Paulo Freire's interpretation and use of the concepts of ‘domestication’ and ‘liberation’. Lastly, I examine how educators might go about a pedagogy of critique. I argue that critique can and should be understood and taught as a tradition, but one that is heterogeneous rather than monolithic. A careful reception of this translated and metonymic tradition of critique will enable students to see the spaces in which new critique—and critique of critique— is possible.     

Power/Knowledge for Educational Theory: Stephen Ball and the Reception of Foucault

This paper explores the significance of the concept of power/knowledge in educational theory. The argument proceeds in two main parts. In the first, I consider aspects of Stephen J. Ball's highly influential work in educational theory. I examine his reception of Foucault's concept of power/knowledge and suggest that there are problems in his adoption of Foucault's thought. These problems arise from the way that he settles interpretations into received ideas. Foucault's thought, I try to show, is not to be seen in a confined way. In the second part, I seek a different reading of Foucault's notion of power/knowledge in order to break with this tendency to confine, referring to the work of Gilles Deleuze. I draw particularly on Deleuze's thought of the outside as a means of manifesting the significance of power/knowledge in relation to processes of subjectification. At the end of the paper, I suggest how educational theory might be reconceived in the light of potencies of power/knowledge that the paper has demonstrated.     

Reading beneath the lines of children's stories

This paper is drawn from a study of 10-12 year-old children's stories, the specific purpose of which was to provide a means of investigating the influence of television and videos on children's imagination. Faced with the need to understand nearly 500 stories from their authors' points of view, that is interpreting the authors' meanings and intentions rather than constructing my own meaning as a reader, I found myself wondering how the 'reading' of these texts was to be undertaken. The paper describes the technique I devised for this task and what I found it could reveal about the subtlety, complexity and multiple meanings that can often be discovered in children's stories.The potential power of such an approach to reading children's writing raises issues about the assessment of school writing.     

Pedagogy and Post-coloniality: Teaching “Education” online

The academic study of Education1 1. A capital E is used when Education refers to Education as an academic subject or discipline. A lower case e is used to refer to education as a process. View all notes (as a social, historical, and theoretical phenomenon) is complicated by the fact of our immersion in it. This paper combines Said's idea of “contrapuntal reading” with Bourdieu's notion of reflexivity to explore what happens when students on an Education course directly confront the fact of their everyday involvement in their object of study, Education. How do the questions raised by post-colonial and other critical social writers “appear” from such a position? How does the fact of our involvement complicate our theoretical or scientific knowledge of these? By means of an episodic, narrative form of writing, this paper describes a life history pedagogy for teaching a compulsory “social issues” course online to New Zealand pre-service teacher education students. As data I draw on online conversations with and between students as they engage in the production of contextualized life history interview narratives.     

The Case of M and D in Context: Iris Murdoch,Stanley Cavell and Moral Teaching and Learning

Iris Murdoch's famous case of M and D illustrates the moral importance of learning to see others in a more favourable light through renewed attention. Yet if we do not read this case in the wider context of Murdoch's work, we are liable to overlook the attitudes and transformations involved in coming to change one's mind as M does. Stanley Cavell offers one such reading and denies that the case represents a change in M's sense of herself or the possibilities for her world of the kind exemplified by Nora in Ibsen's A Doll's House. In this essay, I challenge Cavell's reading, suggesting that the case, while it may not be an exemplar of the perfectionist outlook as described by Cavell, can and should be interpreted in perfectionist terms. To see this, I reflect on Murdoch's views on the endless perfectibility of language, the importance of humility, and the role of love and attention in moral learning. I conclude that Murdoch's work uniquely sheds light on how we might cultivate a perfectionist outlook in ourselves and others, and describes the distinctive role that some novels can play in moral education.     

The Very Idea of an Educated Public: On Philosophical Education and MacIntyre's Project

In this paper, I aim to reconsider MacIntyre's notion of an educated public. In particular, I aim to do so in light of his recent elucidation of the role of philosophical education in rejecting, or at least challenging, predominant and shared cultural assumptions. I begin by outlining MacIntyre's original case for an educated public as found in The Idea of an Educated Public. I then briefly consider and respond to three prominent criticisms of MacIntyre's original explication of the notion. In responding to these criticisms, it will be made clear that subtle shifts in MacIntyre's subsequent treatments of the notion reduces the dependency of such a public's existence on the university. I conclude by arguing that the development in MacIntyre's articulation of the necessary conditions for an educated public when considered in conjunction with his recent defence of the conditions for an ‘adequate philosophical education’ provides his philosophy of education with the conceptual resources needed to break free of a final difficulty which MacIntyre himself has articulated. Specifically, I contend that the four stages of an adequate philosophical education MacIntyre outlines are such that they need not be restricted to implementation in formal educational institutions such as the university.     

Marguerite Sechehaye and Renee: a feminist reading of two accounts of a treatment

In this paper I explore what it means to write as a woman by uncovering Marguerite Sechehaye's unclaimed contributions to psychoanalysis through a feminist reinterpretation of her writing. Analyzing two discrepant accounts of a treatment relationship, a first‐hand account written by Renee, a young woman who was Sechehaye's patient, and Sechehaye's own writing about this case, I interpret the shifting voices in these accounts and discover a method of “locating the feminine not‐said” [Showalter, 1985] in women's writing. This feminist understanding of Sechehaye's work involves entering women's stories, often informed and inflected by male perspectives, in order to uncover subtexts of resistance to and revision of a dominant view. I argue that the dilemma Sechehaye faced reflects a contradiction in the education of women: to learn a dominant discourse is necessary to gaining entry and voice within any of the professions, yet taking on a dominant discourse often means leaving one's knowledge as a woman largely unclaimed, obscuring a critical and original perspective.     

The ethical claim of partiality: practical reasoning,the discipline,and teacher education

Practical reasoning refers to a teacher's capacity to discern particulars and make wise judgements about how to act in pedagogical situations. But how do teachers know what is right? How are teachers' preferences to be grounded and their choices justified? I explore the disciplines as one source of moral perception. Assuming that narrative unities underscore the coherence and continuity of an individual's experience, I generated data in the context of a 2‐year teacher education programme. The case study of an aspiring teacher of secondary school language arts illustrates how the intellectual virtues of a discipline can influence a student teacher's practical reasoning. I conclude that teacher educators must attend to the complex ways in which a prospective teacher's prior discipline may influence aspiring teachers' orientations to experience, their consideration of educational ends, and, finally, their characters.     

Rejoinder to Aaron Cooley's Review of Teaching Against Global Capitalism and the New Imperialism: A Critical Pedagogy

Because of Professor Cooley's prosecutorial review, I want to make clear at the outset that my rejoinder is not a codefendant's answer to a plaintiff's replication. Instead, I first attempt to provide an “immanent” analysis of Cooley's indictment, in the sense of dealing with what dwells within his reasoning. A specific philosophical definition of “immanent” reads: taking place within the mind of the subject, but having no effect outside (this does not apply to me as an outsider). I intend to battle with Cooley up close—no “dancing”—my defense against his offense. In the second part, the focus will be on what I think is missing from Cooley's attempt to discredit McLaren and Farahmandpur's book. His decision or failure to deal with what Marx and the most effective Marxists have written, and how some of this provided analyses that could be and/or was acted upon, may be more serious than his beating up on the book's authors.     

Unruly Desires and a Love Worth Wanting: A serious look at Wilson's

In this paper I appraise John Wilson's ideal of (erotic) love between equals. Although I allow that the ideal is intriguing, one that leads to good conversation (in bed and out of it), in the end it is one I cannot endorse. My assessment of Wilson's ideal focuses on queries about who can count as equals and who takes responsibility for whose unruly sexual desires. I also note a particular moral peril associated with his ideal of intimacy. I find this peril in Wilson's suspicion of appeals to self-respect and integrity as grounds for refusing to meet sexual demands.     

COMMUNITY BUILDING: A NEW ROLE FOR THE JEWISH DAY SCHOOL

Wearing a swastika armband, I entered the classroom carrying a copy of Hitler's Mein Kampf. Placing it on the music stand I employed as a makeshift lectern, I peered around the room until the students became silent. Then I began to read sections of Hitler's venomous tome, the hateful words cutting through me like a knife. As I read, I noticed that a few students stiffened. I had students analyze Hitler's quotes, addressing them as either “Herr” or “Fraulein.” After this lesson, I explained why I used such tactics. I told them death and destruction during World War II was only part of studying the Holocaust. Learning where the Jew-hatred came from and its context within Nazism was also important. And that meant comprehending Mein Kampf. Closing the book, I removed the twisted cross and slowly tore it into small pieces.     

When Portfolios Become a Site of Ethical Conflict: Using Student Portfolios for Teacher Accountability

This article presents a case study of a high school English department's decision-making process during portfolio scoring to call attention to one of the unintended consequences of using portfolios for accountability. Applying Fritz Oser's definition of a moral conflict, as well as his hierarchy of decision-making strategies, I analyze the teachers' participation in the assessment. I determine that because they could not be equally just, caring, and truthful toward all the stakeholders affected by the test, the teachers experienced ethical conflict. Although most of the teachers experienced tension and dissatisfaction, I see this discomfort as a necessary component of professional growth. I conclude that although teachers cannot be expected to accept sustained periods of moral conflict for which there seems to be no responsible resolution, focusing on justice without balancing justice with care and truthfulness reduces teachers' ability to make ethical professional judgments.