Disrupted Selves: Resistance and identity work in the managerial arena

ABSTRACT This article draws on recently completed research undertaken within the UK further education (FE) sector. Theoretically located within (pro)feminist methodological perspectives, the research was concerned with critically investigating the interrelationship between men managers' sense of being male and masculine and the new managerialist discourses of contemporary education. Drawing on three of the research interviews, this article considers the ambiguities within, and points of disruption to, dominant managerial discourse. It is argued that this disruption not only underlines the fragility and multiplicity of (gendered) identity, but also suggests possibilities of subjective resistance by men/managers, to their identification with the dominant masculine/managerial discourse of performativity. Within this examination, attention will be drawn to the particular discursive characteristics of the new work culture in FE, together with the contradictions and tensions which constitute the (managerial) subject at work in the organisational arena.     

Hearing Truth from Power? Organisation Theory,School Effectiveness and School Improvement

School effectiveness and school improvement researchers have increasingly looked towards establishing some kind of synergy between their respective fields. However, most recent attempts to create such links have not sufficiently addressed their different perspectives on organisational development and change. School effectiveness research has tended to view organisational development in terms of structural change, while the school improvement field has conversely placed an emphasis upon the cultural dimensions of organisational change. This has resulted in a methodological and theoretical divide that has proved difficult to resolve. This article argues that by incorporating the concept of 'power' into the analysis the two fields can be brought together more successfully. The article suggests that this 'third dimension' provides a bridge between structural and cultural analysis. It also highlights some important research questions that arise out of this tripartite relationship. The article concludes by suggesting that an analysis of power may provide the long awaited conceptual and theoretical fusion sought by both fields.     

Beyond Local Cultures: Towards a Cosmopolitan Art Education

What kind of art education best takes up the educational opportunity of cultural diversity? This article draws on Merton's distinction between local and cosmopolitan perspectives on culture to contrast different models of art education in a multicultural society. An example is given to illustrate a local perspective on education which seeks to affirm pupils in their own culture. This model is underpinned by a particular view of culture, pluralism, art and education. Alternative views on each of these constituent elements are explored in order to make a case for an alternative model of art education - one which goes beyond culture and which can more properly be described as cosmopolitan.     

Literature Review of Effects of Organisational Culture on Foreign-Educated Returnees at Universities in Yunnan

I propose to research on the topic of how organisational culture impacts upon cultural adaptation of foreign-educated returnees at universities in Yunnan and how to manage communication in the process of cultural adaptation and reintegration.In the literature review section,I review the major literature surrounding the role the foreign-trained returnees have played in China’s higher education.I also discuss the tensions between new returnees,senior returnees,locally trained young and senior scholars,and management in the organisational contexts of Chinese higher education.     

Internationalising the content of higher education: the need for a curriculum perspective

Internationalisation of higher education is a strategic theme in current research on higher education and policy debate. Both at national and institutional levels, in many countries, internationalisation is stated to be an educational goal. However, the dominant discourse on internationalisation of higher education in research and research-based discussions tends to be framed by political, economic and organisational perspectives, rather than informed by educational considerations. There is also a tendency to place internationalisation in higher education within the conceptual frame of economic globalisation and the increasing trade in educational services worldwide. While such discussions may shed light on various organisational, political or economic issues, this research does not give a pedagogical basis for the internationalisation of higher education in terms of teaching and learning. In particular, questions relating to the internationalisation of content and learning outcomes need to be addressed. A series of studies conducted in Sweden 1999–2007 by the authors indicates that the didactical realisation of internationalisation as an educational goal can be very elusive. In our findings, the concrete content considered by teachers and students to represent internationalisation did not follow any clear pattern or goal. Internationalisation was assumed to be represented by some form of ‘general knowledge’ and general human qualities, without considering cultural differences. Institutionalised curriculum thinking as a basis for developing internationalisation was lacking. Concrete thinking was very much restricted to organisational and administrative aspects, and thoughts concerning content and learning outcomes tended to be expressed in idealised and general terms, rather than developed into clarifying and useful specifications underpinned by curriculum theory. Certain consequences ensuing from this situation are discussed, and a curriculum approach to internationalisation of higher education is suggested.     

试论大学教师文化建设

有关大学组织文化的研究是近年来高等教育管理研究的热点问题之一。本文从大学组织文化的内涵开始,阐述了大学教师文化是大学组织文化的重要组成部分,大学教师不仅是大学组织文化建设的主体力量,而且发挥着主导作用。通过对当前大学教师文化的特征及影响因素的分析,提出了建设优秀大学教师文化的基本途径。     

A Living Legacy

Of increasing interest to educational researchers is the process of learning to teach and the role that teacher education plays. The teacher-socialization program of research has provided the most inclusive theoretical structure for such investigation. Unfortunately, this program has been discouraging. The outcomes indicate (a) a survival-oriented approach to teaching of the preservice student and (b) limited positive influence of teacher education on this development. Fortunately, evidence has emerged that poses a more encouraging, progressive view. This evidence stems from classroom research on the development of preservice students' perspectives on teaching. The purpose of this article is to review the outcomes from this literature and to identify possible implications for physical education teacher education (PETE). This paper focuses on four dimensions: (a) an overview of the construct of teacher perspectives, (b) the characteristics of the more progressive perspectives of the teacher education students, (c) the features of the teacher education program that influence those perspectives, and (d) possible implications for PETE. A caveat is included in this latter section that cautions generalizing outcomes from research in the classroom areas to physical education.     

试论高等教育发展研究

作为时代主题的发展和多重视角下的高等教育发展问题,决定了高等教育发展研究具有重要价值。如何建构一个适宜的分析框架,是当前高等教育发展研究亟需解决的问题。基于发展理论、发展理念、发展战略三个关键性支点而建构的高等教育发展研究的分析框架,需要还原高等教育学研究的多学科性,即广泛借鉴多学科的研究方法,批判吸收各种流派的理论成果。     

Expanding the definitional criteria for imaginative play: Contributions of sociocultural perspectives

This article proposes expanding four existing criteria for imaginative play in view of recent advances in sociocultural perspectives on the study of human development. Imaginative play is commonly defined as intrinsically motivated, open ended, pleasure seeking, and an escape from reality. Grounded in sociocultural research, and, as such, in the relation between individual and social and cultural environment, we argue that these four criteria should shift from assumptions to research questions: What are the motives for imaginative play? What are the goals for imaginative play? What affective dimensions emerge in imaginative play? What, how, and why do features of reality and imagination emerge through play? Expanding definitional criteria in this fashion enables researchers to remain open to variations in an individual’s experience over time, across participants, and cultural variations rather than imposing dominant cultural assumptions as explanatory heuristics. Implications for research and education are discussed.     

Schools as (Dis)Organisations: the ‘breakdown of the culture of learning and teaching’ in South African schools

A prominent and problematical legacy of apartheid education, which requires transformation, is the poor functioning of a large number of previously black schools (commonly termed ‘the breakdown of the culture of teaching and learning'). While the causes of breakdown may be traced back to the years of opposition to apartheid and the resistance struggle waged within schooling from 1976 onwards, it is less clear what may be done to remedy the situation. This article explores particular organisational dimensions of school failure with a view to understanding how they have affected the operation of schools, why schools have broken down and what interventions may remedy this breakdown. It moves beyond rational theories of organisation to argue that perspectives derived from psychoanalytical approaches to organisation may be useful in planning strategies for intervention to transform teaching and learning in these schools.     

Gender and Management in HEIs: Changing organisational and management structures

This paper reports on the second phase of a multi‐country study examining cross cultural perspectives of gender and management in Higher Education Institutions (HEIs). It examines the broader labour market context and legislative frameworks for higher education in each country and then analyses the literature on women in university management. The paper presents the findings of research with male and female senior managers about their perceptions of women as HEI managers within changing organisational and management structures. It concludes that although HEI’s are now largely aware of barriers to women getting into and on in senior management, they have not addressed the organisational structures and cultures that perpetuate this inequity.     

屯堡文化研究的动力、方法、组织与困惑

文章主要是对屯堡文化的研究意义与价值,屯堡文化研究的动力,屯堡文化研究的方法、组织以及屯堡文化研究所面临的困惑进行分析。在此基础上作者阐述了屯堡文化研究的方向,还为屯堡文化在地方知识体系的建设中更好地发挥作用提出了建议。     

The challenge of more light,the complexity of culture: lessons learned in exploring the cultural positioning of literacy teachers

This conceptual article, based on data collected and analyzed within a larger study, considers perspectives on cultural diversity and research in the context of the current politicized educational environment within the United States. Drawing from previous research conducted in a graduate course exploring language, literacy and culture, the author articulates three practices that teacher educators and researchers can attend to in order to maintain complex explorations of culture with preservice and inservice teachers. These practices are (1) fostering a discursive view of culture, (2) attending to localized knowledge and (3) acknowledging and developing empathic stances. While examples are drawn from a US context, educational and multicultural concerns addressed are global in implication.     

屯堡文化研究的动力、方法、组织与困惑

文章主要是对屯堡文化的研究意义与价值,屯堡文化研究的动力,屯堡文化研究的方法、组织以及屯堡文化研究所面临的困惑进行分析。在此基础上作者阐述了屯堡文化研究的方向,还为屯堡文化在地方知识体系的建设中更好地发挥作用提出了建议。     

Gender and Management in HEIs: Changing organisational and management structures

This paper reports on the second phase of a multi-country study examining cross cultural perspectives of gender and management in Higher Education Institutions (HEIs). It examines the broader labour market context and legislative frameworks for higher education in each country and then analyses the literature on women in university management. The paper presents the findings of research with male and female senior managers about their perceptions of women as HEI managers within changing organisational and management structures. It concludes that although HEI’s are now largely aware of barriers to women getting into and on in senior management, they have not addressed the organisational structures and cultures that perpetuate this inequity.

     

Governmental policies and organisational change in higher education

In this article a theoretical framework designed for a comparative research project on organisational change in higher education is presented. In the project the main focus is on how organisational change in universities and colleges is affected by governmental policies and programmes. The framework is based upon two major theoretical perspectives, resource dependency and neo-institutionalism. It is argued that for examining changes in universities and colleges both the relationship between these organisations and the government, as well as their internal dynamics are of importance. In addition to integrating the two main theoretical perspectives in the project also attempts to do justice to the complexities of the concept of (governmental) steering by attempting to incorporate general models on the role of the state. The article suggests that these models offer a meaningful insight into how and why governmental steering approaches have been changed over time.     

Continuities and discontinuities: Future directions for research in educational psychology

The purpose of this article is to suggest future directions for research in educational psychology as we enter our second hundred years of psychology in America. The basic theme is that there are both continuities and discontinuities in our development from the early days of Hall, Thorndike, James, and Dewey to the current multiplicity of perspectives represented in educational psychology. Eight issues are presented that will guide future research directions. They include. (a) specifying basic constructs; (b) developing integrative models and linkages between constructs; (c) returning to the problems of acquisition, learning, and transfer; (d) applying models from the sciences and mathematics; (e) dealing with the discontinuity of contextual and cultural models; (0 including content and disciplinary perspectives; (g) adapting to diversity; and (h) developing multiple perspectives an the unit of analysis issue. The article concludes with a call for the allowance of multiple perspectives and multiple possible selves for educational psychologists while maintaining a commitment to psychological models and the improvement of education.     

关于创新教育研究若干问题的思考

针对创新教育中存在的问题,创新教育研究应注意以下几个问题,即全方位的思维取向,大文化的研究视野和文化人类学的研究方法。三者的结合,导引出对创新教育的全方位透视和大文化审察的研究思路。