A Bourdieuian analysis of teachers' changing dispositions towards social justice: the limitations of practicum placements in pre-service teacher education

As populations in contemporary Western societies grow increasingly diverse, preparing predominantly White middle-class pre-service teachers to better understand and work with difference productively has become increasingly critical. Historically, however, teacher education programs have aimed to address diversity with add-on or piecemeal approaches, with little success. This article illustrates and theorises change in two Australian teachers' dispositions towards social justice over time from a Bourdieuian perspective. It attempts to inform our understanding of current pre-service teacher education program inadequacies with a view to providing implications in relation to the constraints of the limited and limiting nature of practicum placements. Fundamentally, its goal is to improve the preparedness of pre-service teachers to cater for diversity in socially just ways.     

Researching assessment as social practice: Implications for research methodology

Recent educational journals on both sides of the Atlantic have seen a resurgence of debate about the nature of educational research. As a contribution to these debates, this paper draws on theoretical and methodological ‘thinking tools’ of French sociologist Pierre Bourdieu. Specifically, the paper explores what Jenkins [Jenkins, R. (2002). Pierre Bourdieu. London: Routledge and Falmer] refers to as Bourdieu's “reflexive epistemological pluralism” and its implications for research into higher education, with a particular focus on assessment as social practice. This particular theoretical and methodological understanding is used to critically reflect on a study conducted in 2005 on the impact of a policy on anonymous examination marking which was implemented at the University of Cape Town in 2004. The study collected both quantitative data of student examination performance pre- and post-policy implementation, as well as interviews with course conveners. The paper argues that when viewed interdependently the data offers insight into some of the “principles of vision and division” [Bourdieu, P. (1996). The state nobility: Elite schools in the field of power. Cambridge: Polity Press] at work in assessors’ judgment-making process. The assessors’ deliberations expose ideological tensions between the dual challenges of equity and excellence in the context of a historically white liberal university under transformation.     

Between the remnants of colonialism and the insurgence of self-narrative in constructing participatory social maps: towards a land education methodology

This article summarizes a social mapping project conducted by the Environmental Education, Communication and Arts Research Group from the Federal University of Mato Grosso. The primary goals of the project were to map the vulnerable social groups of Mato Grosso, and identify the social and environmental conflicts that put them in situations of risk. The conflicts and dilemmas these groups experience are typically caused by land and water disputes. In turn, the disputes can be traced to the continuance of colonialist forms of political, economic and ecological relations implicit in the prevailing model of development in the region. Supported by the reinvention and application of a new methodology for environmental education, namely the social map, the work illustrates the significance of group identities, self-narratives and interpretive frames, and discusses how social mapping might be used in land education to enable the construction of participatory forms of public policy.     

Inclusion in education: A step towards social justice

This article discusses the theoretical relationships between inclusion in education and social justice. It draws on Martha Nussbaum's use of the capability approach is given as one of the few philosophical and political theories that places disability/impairment in the social justice debate. The article goes on to present findings from the initial stages of a three-year participatory action research project involving eight primary schools located in Dar es Salaam and Pwani (Coast) regions of Tanzania. The project aims to develop an Index of Inclusion in Tanzania. There are numerous barriers to inclusion at national, community and school levels. Both the literature review and the emerging findings of the project suggest some progress has been made towards inclusive, just and quality education in Tanzania but there is still a long way to go.     

Three dimensions and four levels: towards a methodology for comparative religious education

This article is an abstract of a suggested methodology for comparative studies in religious education. It is based on a study where religious education in state schools in England and Norway were compared. The methodology is a synthesis of two sets of ideas. The first is an idea of three dimensions in comparative education: supranational, national and subnational processes. The second regards levels of curriculum: societal, institutional, instructional and experiential. I exemplify how this methodology can be used by referring to my particular study, but also suggest ways of developing it for further uses.     

Democratising higher education in Ghana and Tanzania: Opportunity structures and social inequalities

This article is based on an ESRC/DFID funded research project on Widening Participation in Higher Education in Ghana and Tanzania: Developing an Equity Scorecard (http://www.sussex.ac.uk/education/wideningparticipation). There are questions about whether widening participation in higher education is a force for democratisation or differentiation. While participation rates are increasing globally, there has been scant research or socio-cultural theorisation of how different structures of inequality intersect in the developing world. Questions also need to be posed about how higher education relates to policy discourses of poverty reduction and the Millennium Development Goals. The article explores participation in higher education, utilising statistical data and life history interviews with students in two public and two private universities. It focuses on how gender and socio-economic status intersect and constrain or facilitate participation in higher education. Findings to date suggest that opportunity structures reflect social inequalities.     

Researching nomadic education: a Nigerian perspective

The emergence of nomadic education as an important sub-system of the formal educational system in many African countries is the direct consequence of the state's commitment to equalizing educational opportunities for all social groups irrespective of ethnic or geographical origins, gender, or social class. In Nigeria, a special educational program is being implemented for two migrant groups, namely the nomadic pastoralists and the migrant fishermen. The major purposes of this chapter are to:     

10.

Special needs education as a social system: responding to the challenge of methodology     

Pol Ghesquière 《International Journal of Disability, Development & Education》2004,51(2):217-222

In this concluding article we discuss how the different contributors of this special issue deal with the methodological challenges in special needs education research. The shift from an individual perspective towards an interactional and systemic point of view in special educational needs research has introduced research methods that are able to describe the complexity and the recursiveness of the social reality under study. The different studies presented in this issue provide interesting illustrations of some of these methods. The discussion of these studies makes it clear that social cultural theory is a useful framework for research on special needs education. It is suggested that in their investigations researchers should attach importance to the meaning of discourse and keep their minds open to change and new challenges.     

11.

Strange new world: applying a Bourdieuian lens to understanding early student experiences in higher education     

Jo Watson  Melanie Nind  Debra Humphris  Alan Borthwick 《British Journal of Sociology of Education》2009,30(6):665-681

Occupational therapy pre‐registration education stands at the intersection of the fields of health and social care and higher education. UK Government agendas in both fields have seen an increase in the number of students entering with non‐traditional academic backgrounds, a group noted to experience particular challenges in negotiating the transition to, and persisting and succeeding within, higher education. Drawing on data from an ongoing longitudinal case study, a Bourdieuian lens is applied to exploring the early educational experiences of a group of these students during their first year of study and highlights a number of key issues, including the high‐value status of linguistic capital and its relationship to understanding the rules governing practices within the learning environment, the processes via which students manage to adapt to or interestingly, to resist, the dominant culture of the field, and some of the barriers to finding a foothold and legitimate position within the new field.     

12.

International perspectives on social inequalities,excellence and aspiration in education     

Caroline Sarojini Hart  Arathi Sriprakash 《International Studies in Sociology of Education》2017,26(3):229-230

     

13.

Beyond description and prescription: towards conducive assessment in social work education     

Barry Cooper  Patricia Broadfoot 《International Studies in Sociology of Education》2013,23(2):139-157

     

14.

Research on Teachers: towards a comparative methodology     

Patricia Broadfoot 《比较教育学》1990,26(2-3):165-169

     

15.

Language and learning advisors as a valuable but under-recognised workforce in higher education: a Bourdieuian analysis of their professional development in international education     

Ly Thi Tran  Tran Le Huu Nghia  Cam Khuong  Truc Thi Thanh Le 《Teaching in Higher Education》2019,24(6):755-771

Language and learning advisors (LLAs) play a vital role in supporting the academic development of a fast-growing population of international students. This paper tackles the professional development practices for LLAs and barriers to their professional development. Using Bourdieu’s concepts of field and habitus, the paper addresses the mutual interactions between the work environment and LLAs’ thinking and actions regarding providing language and learning advice to international students. The analysis of 44 semi-structured interviews with LLAs from 18 institutions shows that there was a scarcity of targeted professional development opportunities for LLAs to improve their expertise directly related to international students and internationalisation of education. Financial shortage, time constraints, casualisation conditions, managerial issues, academic to professional employment re-classification for LLAs and the ongoing marginalisation of LLAs have created unfavourable contexts for LLAs’ professional development. The paper points out the critical need to create better work conditions for LLAs, to ensure more investment in creating targeted opportunities for LLAs’ professional development and to provide more resources and attention to support their enactment of agency and development of professional capacities.     

16.

Researching social capital in education: some conceptual considerations relating to the contribution of network analysis     

Moosung Lee 《British Journal of Sociology of Education》2010,31(6):779-792

This article discusses conceptual considerations for social capital research in education from a social network perspective. Specifically, the article raises three key conceptual issues that call for further elaboration of concepts of social capital: redefining potential resources as accessible but un‐utilized sources of social capital; differentiating social capital itself from the process of social capital formation; and investigating both network orientation of resource‐seekers and willingness of resource‐givers. Based on these three conceptual issues, the article suggests conceptual considerations relevant to each issue for social capital research in education.     

17.

School science education: towards a reconstruction   总被引：4，自引：3，他引：1  

E. W. Jenkins 《课程研究杂志》2013,45(3):229-246

     

18.

Innovation in teacher education: towards a critical re-examination     

Viv Ellis  Mariana Souto-Manning  Keith Turvey 《师资教育杂志》2019,45(1):2-14

ABSTRACT

In the course of introducing a themed issue of the journal on “Innovation in Teacher Education’, we lay out an argument for re-examining the meaning of innovation in the field, shifting it away from the dominance of the economistic and technological. Acknowledging its status as a ‘buzzword’, we distinguish between purposes for innovation and, in particular, between changes driven by arguments for social mobility and those driven by social justice and equity. Two imperatives for innovation underpinned by arguments for social justice and equity are identified: the concept of a ‘teacher education debt’, built on Ladson-Billings’ more general notion of ‘education debt’; and the humanization of learning, teaching and becoming a teacher as person-centred, relational practices. The final section of the article introduces each of the six papers in the context of the discussion in previous sections about these imperatives for change.     

19.

Co-creation in higher education: towards a conceptual model     

Mollie Dollinger  Jason Lodge  Hamish Coates 《Journal of Marketing for HIGHER EDUCATION》2013,23(2):210-231

Students have begun to show interest in adopting active and participatory roles that allow them to interact and work collaboratively with educators. One important aspect of students as partners is a process known as value co-creation. Value co-creation is the process of students’ feedback, opinions, and other resources such as their intellectual capabilities and personalities, integrated alongside institutional resources, which can offer mutual value to both students and institutions. This paper presents the first conceptual model of value co-creation in higher education using a lens of co-creation cultivated through business and marketing literature. The model includes key components of value co-creation, co-production, and value-in-use as well as links to the anticipated benefits of value co-creation. The model can be used to inform and guide practice for the faculty and administration within higher education as well as to broaden the foundation of value co-creation literature.     

20.

Researching teacher education for inclusion: using a methodological memo     

《International Journal of Research & Method in Education》2013,36(4):355-371

This article describes how a methodological memo (MM) was used in a research and development project designed to reform initial teacher education (ITE). A MM was used to explore what often remains an opaque part of the research process – the relationships between theory and practice that underpin many research studies. Yet, without detailed accounts of the research process, it is difficult to understand this relationship. In this case, a memo was used to record the methodological and analytical dilemmas that were encountered in a study of the theoretical and pedagogic processes involved in developing a new ITE course so that primary and secondary teachers are better prepared to respond to increasing diversity in schools. This article addresses how developing and sharing transparency in the research process can help clarify contested concepts associated with a research project and provides the foundation for rich theoretical debate.     

Special needs education as a social system: responding to the challenge of methodology

In this concluding article we discuss how the different contributors of this special issue deal with the methodological challenges in special needs education research. The shift from an individual perspective towards an interactional and systemic point of view in special educational needs research has introduced research methods that are able to describe the complexity and the recursiveness of the social reality under study. The different studies presented in this issue provide interesting illustrations of some of these methods. The discussion of these studies makes it clear that social cultural theory is a useful framework for research on special needs education. It is suggested that in their investigations researchers should attach importance to the meaning of discourse and keep their minds open to change and new challenges.     

Strange new world: applying a Bourdieuian lens to understanding early student experiences in higher education

Occupational therapy pre‐registration education stands at the intersection of the fields of health and social care and higher education. UK Government agendas in both fields have seen an increase in the number of students entering with non‐traditional academic backgrounds, a group noted to experience particular challenges in negotiating the transition to, and persisting and succeeding within, higher education. Drawing on data from an ongoing longitudinal case study, a Bourdieuian lens is applied to exploring the early educational experiences of a group of these students during their first year of study and highlights a number of key issues, including the high‐value status of linguistic capital and its relationship to understanding the rules governing practices within the learning environment, the processes via which students manage to adapt to or interestingly, to resist, the dominant culture of the field, and some of the barriers to finding a foothold and legitimate position within the new field.     

Language and learning advisors as a valuable but under-recognised workforce in higher education: a Bourdieuian analysis of their professional development in international education

Language and learning advisors (LLAs) play a vital role in supporting the academic development of a fast-growing population of international students. This paper tackles the professional development practices for LLAs and barriers to their professional development. Using Bourdieu’s concepts of field and habitus, the paper addresses the mutual interactions between the work environment and LLAs’ thinking and actions regarding providing language and learning advice to international students. The analysis of 44 semi-structured interviews with LLAs from 18 institutions shows that there was a scarcity of targeted professional development opportunities for LLAs to improve their expertise directly related to international students and internationalisation of education. Financial shortage, time constraints, casualisation conditions, managerial issues, academic to professional employment re-classification for LLAs and the ongoing marginalisation of LLAs have created unfavourable contexts for LLAs’ professional development. The paper points out the critical need to create better work conditions for LLAs, to ensure more investment in creating targeted opportunities for LLAs’ professional development and to provide more resources and attention to support their enactment of agency and development of professional capacities.     

Researching social capital in education: some conceptual considerations relating to the contribution of network analysis

This article discusses conceptual considerations for social capital research in education from a social network perspective. Specifically, the article raises three key conceptual issues that call for further elaboration of concepts of social capital: redefining potential resources as accessible but un‐utilized sources of social capital; differentiating social capital itself from the process of social capital formation; and investigating both network orientation of resource‐seekers and willingness of resource‐givers. Based on these three conceptual issues, the article suggests conceptual considerations relevant to each issue for social capital research in education.     

Innovation in teacher education: towards a critical re-examination

ABSTRACT

In the course of introducing a themed issue of the journal on “Innovation in Teacher Education’, we lay out an argument for re-examining the meaning of innovation in the field, shifting it away from the dominance of the economistic and technological. Acknowledging its status as a ‘buzzword’, we distinguish between purposes for innovation and, in particular, between changes driven by arguments for social mobility and those driven by social justice and equity. Two imperatives for innovation underpinned by arguments for social justice and equity are identified: the concept of a ‘teacher education debt’, built on Ladson-Billings’ more general notion of ‘education debt’; and the humanization of learning, teaching and becoming a teacher as person-centred, relational practices. The final section of the article introduces each of the six papers in the context of the discussion in previous sections about these imperatives for change.     

Co-creation in higher education: towards a conceptual model

Students have begun to show interest in adopting active and participatory roles that allow them to interact and work collaboratively with educators. One important aspect of students as partners is a process known as value co-creation. Value co-creation is the process of students’ feedback, opinions, and other resources such as their intellectual capabilities and personalities, integrated alongside institutional resources, which can offer mutual value to both students and institutions. This paper presents the first conceptual model of value co-creation in higher education using a lens of co-creation cultivated through business and marketing literature. The model includes key components of value co-creation, co-production, and value-in-use as well as links to the anticipated benefits of value co-creation. The model can be used to inform and guide practice for the faculty and administration within higher education as well as to broaden the foundation of value co-creation literature.     

Researching teacher education for inclusion: using a methodological memo

This article describes how a methodological memo (MM) was used in a research and development project designed to reform initial teacher education (ITE). A MM was used to explore what often remains an opaque part of the research process – the relationships between theory and practice that underpin many research studies. Yet, without detailed accounts of the research process, it is difficult to understand this relationship. In this case, a memo was used to record the methodological and analytical dilemmas that were encountered in a study of the theoretical and pedagogic processes involved in developing a new ITE course so that primary and secondary teachers are better prepared to respond to increasing diversity in schools. This article addresses how developing and sharing transparency in the research process can help clarify contested concepts associated with a research project and provides the foundation for rich theoretical debate.