Are you still who you were? A tale of construction lecturers,changing technologies and conflicting perspectives

This paper illuminates a period of change in the lives of a group of 20 vocational lecturers as they find themselves challenged by both their own and others’ categorisation of what and who they are. Such conflicting perspectives are made even starker by their management's introduction of technological innovation into the lecturers’ traditional teaching methods. Even as they seek to identify their place within their social, occupational and professional contexts, they continue to be ‘simultaneously positioned by other people and forces external to them’ (as described by M. Forsey in 2007). This study also highlights the negative impact of imposing change upon practitioners without acknowledging the significance of a whole-life perspective for understanding professional lives and work practices.     

Now you’re making it up,brother: Paul Robeson,HUAC, and the challenge of institutional narrative authority

In the mid 1950s, the House Committee on Un-American Activities was a rhetorical colossus. Within the closed doors of a hearing, committee members displayed a rhetorical mastery of procedural, topical, and logical moves that left even the best-prepared witnesses sputtering. HUAC used institutional narrative authority as a major rhetorical resource. This strategy rhetorically produced a narrative “reality” conducive to achieving institutional goals. Having established the “official” version of events, the committee situated further argumentation within a value hierarchy that placed national security above “secondary” values that witnesses attempted to invoke in their defenses. A notable exception to the committee's rhetorical dominance came in the 1956 testimony of Paul Robeson, an African American singer and activist who had been called before the committee to answer for pro-Soviet statements he made while traveling abroad. Using a number of rhetorical tactics to disrupt the institutional narrative, Robeson was able to recontextualize his comments within an interpretive framework of racial justice in America – a debate the committee was less prepared to handle. This article contributes to ongoing studies of institutional rhetoric, especially rhetorical argumentation that takes place within institutional settings.     

何润东VS沈建宏 Olympic Games,start from here,you and me

何润东、沈建宏这对乐坛最年轻、最帅气的父子档打响 PK 战,合作推出《P.K》专辑,将何润东的慈善单曲《我只在乎你》和沈建宏的《半成年》专辑合体上市,给人带来新鲜。正逢奥运年,他们以 PK 的方式将爱心传递的同时也不忘积极支持奥运。当这对干父子遇上运动,又会有怎样好玩的事情发生呢?     

Elite universities,fields of study and top salaries: Which degree will make you rich?

This article assesses the chances of entering the top 5% of earners for a British cohort currently in their 40s. We assess the difference made by a university degree from an elite (Russell Group) or non‐elite university, and from different undergraduate fields of study. Our study uses rich longitudinal data from the 1970 British Cohort Study (BCS70). This allows us to control for an unusually large range of potential confounding factors, including childhood socio‐economic circumstances, cognitive scores, secondary schooling and prior qualifications. We find that large raw differences in the chances of achieving a top salary are strongly attenuated by our controls, but substantial differences between degree subject areas remain. The large gap between men and women in the chance of gaining a top salary is not explained by the type of degree achieved, and we found no evidence of gender differences in the gains from institutional prestige or particular fields of study.     

“They make you invisible”: Negotiating Power at the Academic Intersections of Ethnicity,Gender, and Class

This Foucauldian case study examines the academic conflicts of Mexican American women and girls, how they negotiate those conflicts, and the identity effects of their negotiations. It extends Gloria Anzaldúa's (1999) work and builds upon those who have studied the schooling experiences of Mexican American women and girls. Similar conflicts for these women are found at all academic levels. The negotiation of these conflicts affected the identity of academia (transformation and reproduction) and the women (hybridization and colonization).     

Ways of knowing,outcomes and ‘comparative education’: be careful what you pray for

Comparative education as a field of study in universities (and ‘comparative education’ as practised by nineteenth-century administrators of education in Canada, England, France and the USA) has always addressed the theme of ‘transfer’: that is, the movement of educational ideas, principles and practices, and institutions and policies from one place to another. The first very explicit statement of this way of thinking about ‘comparative education’ was offered in the early nineteenth century in France and was expressed in terms of the expectation that if comparative education used carefully collected data, it would become a science. Clearly – about 200 years later – a large number of systems of testing and ranking, based on the careful measurement of educational processes and product, have provided us with hard data and these data are being used within the expectation that successful transfer (of educational principles and policies and practices from one place to another) can now take place. A transferable technology exists. This article argues that this view – that ‘we’ now have a successful science of transfer – ignores almost all of the complex thinking in the field of ‘academic comparative education’ of the last 100 years; and that it is likely to take another couple of hundred years before it can approximate to being a science of successful social and educational predictions. However, what shapes the article is not this argument per se, but trying to see the ways in which the epistemology of the field of study (academic comparative education) is always embedded in the politics of both domestic educational reform and international political relations – to the point where research in the field, manifestly increasingly ‘objective’ is also de facto increasingly ‘political’. The article is about the ‘how’ and ‘why’ of that and what has been forgotten and what has not yet been noticed.     

Remember you,forever

我叫舒盎,舒畅的舒,生机盎然的盎,妈妈说这个名字代表春天,但是我喜欢秋天要多一些,秋叶飘落的日子,很安静,很舒服。从小长辈们告诫我要好好学习,于是,我用金牛座人特有的踏实和沉稳忍受着学习的寂寞。现在我坐进了全县最棒的高中的奥赛班教室里,九年的孤单,我考上了一中。我知道,爷爷睡觉时都会高兴得笑出声来。     

‘When saying you care is not really caring’: emotions of disgust,whiteness ideology,and teacher education

Drawing on one of the author’s experiences of teaching white teacher candidates in an urban university, this paper argues for the importance of interrogating the ways that benign emotions (e.g., pity and caring) are sometimes hidden expressions of disgust for the Other. Using critical race theory, whiteness studies, and critical emotion studies, it is shown how whiteness ideology erroneously translates disgust for people of color to false professions of pity or caring. This phenomenon is particularly interesting because care, sympathy, and love are emotions that are routinely performed by teacher candidates (who are predominantly white females) and embedded in teacher education. Yet not much literature theorizes how these performative emotions are not exempt of whiteness ideology. To engage in a genuine process of antiracism, we argue that the emotions that undergird teachers’ dispositions need to be critically and sensitively unpacked. We end with implications for teacher education, particularly in relation to pedagogical ways of identifying and interrogating narratives of caring-as-hidden disgust and cultivating critical compassion.     

‘Who are you,and what are you doing here’: methodological considerations in ethnographic Health and Physical Education research

In the pursuit of understanding declining levels of participation from scholastic Health and Physical Education (HPE), ethnographic research has been increasingly utilised as a tool to explore the intersubjective and intrasubjective meaning-making processes that concurrently invite or dissuade participation. Despite the ostensible epistemological benefits of deploying ethnographic research as a vehicle for better understanding contextual HPE (dis)engagement processes and meanings, a critical methodological discussion of the actual implementation and positionality of these methods is largely absent in the extant literature. Reflecting on an ethnographic study conducted with adolescent boys at a Canadian elementary school, this paper provides HPE ethnographers with a series of methodological deliberations, and reflexive points of departure for consideration in the design and implementation of ethnographic research. Specifically, this paper elucidates the process of rapport building with teachers/students, the omnipresent tensions, ethical dilemmas and triumphs that can emerge during ethnography, and the various socio-contextual interview factors that can influence data generation.     

Do you see what I see? School perspectives of deaf children,hearing children and their parents☆

Perspectives on academic and social aspects of children’s school experiences were obtained from deaf and hearing children and their (deaf or hearing) parents. Possible differences between (1) the views of children and their parents and (2) those of hearing children and their parents compared to deaf children and their parents were of particular interest. Overall, parents gave their children higher school friendship ratings than the children gave themselves, and hearing children and their parents were more positive about children’s friendships than were deaf children and their parents. Both children and parents also saw deaf children as less successful in reading than hearing children. However, deaf children having deaf parents, attending a school for the deaf and using sign language at home all were associated with more positive perceptions of social success. Use of cochlear implants was not associated with perceptions of greater academic or social success. These and related findings are discussed in the context of parent and child perspectives on social and academic functioning and particular challenges confronted by deaf children in regular school settings.     

‘Whatever you say,say nothing’: student perceptions of online learning and community in Northern Ireland

While there has been extensive research on online communities of enquiry, little work has been done on the extent to which cultural factors can inhibit student participation. In this study of a ‘blended’ model of learning in which students attended face-to-face lectures but were required to take part in online seminars, we found that although most students felt that they belonged to a community of enquiry, there were considerable obstacles to their readiness to respond fully to the views of others. We ascribe these difficulties to the particular cultural context in which the learning occurred in Northern Ireland and contend that course designers should take account of such ‘cultural inhibitors’ in designing online or blended courses.     

you宝宝,优蛋白

市场上正畅销一本书,叫《蛋白质女孩》。蛋白质女孩青春、健康、有朝气,“她早起,起床后先跑半小时,吃了麦片才去公司;她贤惠,每天做一打火腿三明治,带到公司请同事们吃;她准时,和你约会前一天打电话确认,第二天寄卡片谢谢你点的果汁……”看过这本书的爸爸妈妈一定忍不住要想,我也要养一个优质的蛋白质宝宝!麦片、火腿三明治、果汁……蛋白质女孩可不是一个光爱吃肉的高蛋白女孩哦!现在的孩子十个有九个是不爱吃蔬菜的,这一点也不奇怪:     

‘Who do you think you’re talking to?’—the discourse of learning and teaching strategies

As part of the ongoing enhancement and assurance of quality in the UK higher education sector, universities have been required by the Higher Education Funding Council of England to prepare learning and teaching strategies since 1999. As part of an institutional strategy development process, an investigation of currently available strategies was carried out. The research reported here uses a critical discourse approach to analyse a sample of UK learning and teaching strategies. The results show a set of highly impersonalized texts, where staff are largely absent and students are objectified. Such findings raise questions about whether the learning and teaching strategy discourse disengages the very people who ‘make and shape’ policy, thus inhibiting institutional enhancement of learning and teaching practices.     

Elementary and Middle School Students’ Conceptions of Knowledge,Information, and Truth

Although the study of epistemic beliefs has received growing interest in the past decades, this research tends to focus on high school and undergraduate students, and does not address beliefs about information and truth, concepts that have been regarded as critical for learners in 21st-century educational contexts. In this study, the authors examined 87 elementary and middle school students’ beliefs about the definitions of and relations among knowledge, information, and truth through the use of a graphical and justification task, and addressed the consistency of beliefs across contexts and domains. Results indicated that students tended to regard knowledge, information, and truth as interrelated, and the majority of students described their beliefs as consistent across contexts and domains.     

Adolescents’ definitions of bullying: the contribution of age,gender, and experience of bullying

The aim of the present research was to examine adolescents’ definitions of bullying in a nationally representative sample of adolescents in Ireland. Definitions of bullying were examined according to age, gender, and bullying experiences. A sample of 4358 adolescents aged 12–19 years (M?=?14.99 years, SD?=?1.63) provided their definitions of bullying as part of the My World Survey-Second Level. The definitions were explored using content analysis. Adolescents differed in terms of their definition of bullying, with younger students frequently describing the nature of bullying as mean, while older students displayed a heightened awareness of the feelings associated with being a victim of bullying. Older females and those who had experienced bullying were more likely to discuss the emotions associated with bullying compared to males and those who had not been bullied. Adolescent definitions of bullying were not in line with widely accepted researcher definitions. Recommendations are made for researchers and those designing anti-bullying interventions and educational programmes.     

Can you hear it? Toward conceptual clarity of emotional cost and negative emotions

Research on cost beliefs has surged over the past several years. Though many dimensions of cost have been identified, researchers have often conflated these dimensions with one another. Moreover, some dimensions of cost may actually refer to already established constructs. In the current study, we explore the potential jangle fallacy between emotional cost and negative emotions, including anger, frustration, anxiety, boredom, and confusion, with particular attention to the costs and emotions that students anticipated to be associated with a course, as well as the costs and emotions that students actually experienced during the course. Results of this study provide evidence that emotional cost and negative emotions are distinct constructs in both their anticipated and experienced forms, although some similarities between constructs were also identified. Future directions are discussed for providing more conceptual clarity of emotional cost.