35 YEARS OF BJSE: Personal reflections on 35 years of BJSE

Christina Tilstone was, for many years, the editor of BJSE and subsequently became the chair of the Editorial Board for the nasen journals. She is therefore in an excellent position to reflect upon the contribution the journal has made to the field over the past 35 years. In this article, she traces the origins of the journal back over 100 years. She notes the launch of BJSE's ancestor, Special Education: Forward Trends, and shares the contents of the issue of this journal that marked the publication of Mary Warnock's seminal report in 1978 and the development of the notion of inclusion. She goes on to describe the metamorphosis of Special Education: Forward Trends into BJSE in 1985 and soon after that, in 1992, the formation of nasen – still BJSE's sponsoring organisation. Christina Tilstone records the origins of BJSE's valued ‘Research Section’, now building a substantial archive of educational research papers, and the popular ‘Focus on Practice’ feature that enables practitioners to share reports of their work. She also notes the role that BJSE's other regular features, ‘Book Reviews’, ‘Politics Page UK’ and ‘Notes from the SENCo‐Forum’ (itself now ten years old) have played in the journal's recent national and international success.     

The Natural and the Personal: reflections on birth films in schools[1]

The paper explores, in detailed case‐studies in four schools, the ways in which birth is represented in the classroom. It follows the reactions of pupils and teachers to the showing of a number of widely used films on birth in school. An analysis of the films, and classroom response to them, suggests that they are often dominated by excessively medical perspectives, take up a child centre view that tends to leave out parents, particularly mothers’, points of view, and portray women and their bodies in passive and often sexist fashion. The paper suggests that we review our aims and objectives in showing such films in the classroom, bearing in mind not only these issues, but also the needs pupils may have for privacy, and to express their feelings in a number of different ways.

     

From Keighley to Keele: Personal reflections on a circuitous journey through education,family, feminism and policy sociology

This paper uses the methods of personal reflection and auto/biography to consider the ways in which global social and political transformations have influenced a key generation of feminist sociologists entering the academy and attempting to introduce feminist knowledge and pedagogy into academic curricula. Three critical events on or around 22 November are used to highlight key political moments, the associated development of changing themes in forms of analysis of social transformations, and the part played by feminism and sociology within higher education. They are the assassination of President John Fitzgerald Kennedy in 1963, the Israeli-Arab war in 1973 and the resignation of Margaret Thatcher in 1990. The argument is that there has been a clear relation between changing social and political contexts and methodological understandings, which have drawn on developing feminist perspectives and reflexive sociological analysis, especially as embraced within the sociology of education. In particular, the shift from a political and professional perspective on social change and family life towards one that engages with personal issues is noteworthy. It is one of the hallmarks of both feminist notions associated with reflexivity and developing sociological methodologies and policy sociology. Thus, the personal and the political are now central methodological forms of feminist and sociological analysis within education and, especially, the sociology of education, influencing pedagogy within higher education, especially associated with developments in professional postgraduate education. I weave my personal reflections on my professional developments through an analysis of the key moments related to specific policy regimes and changing forms of understandings within the fields of policy sociology and sociology of education. I conclude with current concerns about the balances between the personal and professional within educational research and policy sociology.     

面对教师教育的几点思考

进入21世纪的中国高等师范教育，面临着一个新的历史发展阶段，师范教育向教师教育发展已成为高师教育与国际教育职业发展的必然趋势。     

个人数字图书馆与个人知识管理

通过论述个人知识管理的内容,分析研究个人数字图书馆的概念、特征和服务功能,总结出个人数字图书馆是实现个人知识管理的有效工具,它是提高个人工作效率,增强个人竞争力的得力助手。     

关于尼采思想的几点思考

本从尼采的权力意志论出发，进而分析了其“超人”学说、道德观和价值观。“超人”思想在当代青年中有着创造价值和自我超越的积极影响；也有鼓吹天才论，反民主、反平等、反群众的消极腐朽的观点。通过对尼采道德观、价值观的批判，树立以马列主义、毛泽东思想、邓小平理论为指导的正确的世界观、人生观、价值观。     

Changing Places: some reflections

Essentially, this is an account of my recent change of post within the world of education, from Head of English in a comprehensive school to Lecturer in English in Education in a university department of education. In reflecting on this change of places, I consider various aspects of both professions, including my own expectations, the nature of the teaching involved, educational research, partnerships in teacher education and differences in management. I attempt to draw tentative conclusions about the relationship between school life and that of teacher education and how each, through the sort of cross‐fertilisation which inevitably occurs when practitioners change places, may draw benefits from the other.     

关于当前反腐败的法律思考

腐败是一种历史现象，存在于一切有阶级的人类社会中。反腐败则国家兴，容腐败则国运败，反对腐败，已成为一个国际性的课题。当前，我国反腐败斗争正向纵深开展，取得了积极成果。然而腐败要真正得到遏制必须依靠法治，把腐败纳入法律化轨道，本分析了当前我国腐败的严峻态势，从法律社会学角度，提出了相关对策。     

Ethical reflections on becoming teachers

This study analyzes narratives written in a culminating graduate seminar on reflective practice by 36 new secondary teachers who were asked to consider their moral beliefs, moral values and system of ethics as they reflected on their recent student teaching experiences. The findings explore how the participants depicted their constructed moral identities and felt obligated to critically reflect on them, affirmed values that guided their practice, and desired to be role models. Implications include attending to novice teachers’ moral identity development, infusing moral language into teacher education and recognizing teachers’ moral purposes, introducing curriculum to cultivate moral imagination, and helping teachers to realize their potential as moral agents by preparing them to become moral educators. The study also suggests the need to allow for broader ethical and political conceptions of the moral dimensions of teaching.     

Thematic reflections on higher education

A global paradigm shift is taking place at the beginning of the Twenty‐First Century, which is resulting in massive changes in the frames of reference about the ways of life, work, and society and how they are viewed and organized. This shift is essentially a sweeping set of worldwide changes in the public domain which challenges the prevailing orthodoxies of Western society; specifically, questioning the nature of truth and knowledge. These changes have been described by the use of such terms as post‐industrialism, post‐liberalism, and postmodernity. This changing social world is characterized by economic flexibility, technological complexity, cultural and religious diversity, moral and scientific uncertainty, and national insecurity. The “postmodern” condition, therefore, has implications for the nature and professionalism of teaching. The work of teachers is already changing, owing to the dramatic changes in the world in which they work. This article attempts to identify the impact of postmodernism on the concept and practice of teaching, especially in higher education.     

关于教育功能的若干哲学思考

在认清教育的终身性、塑造性、自主性和极端复杂性的基础上,本文认为：教育对人的发展具有不可或缺的作用,教育是有用的。但是,教育功能的实现过程,充满了教育主体和客体三个维度的矛盾,因此,教育功能既有可知性,又有不可知性。受教育者的社会和生活实践,是检验教育功能的唯一标准。     

Some reflections on thinking skills

This paper and the three which follow it, by Dijkstra, Klauer and Tennyson, are based upon a 1987 symposium of the American Educational Research Association: Metalearning theories and instructional design. This paper discusses the other three papers by posing the question “Are there any thinking skills?”, then considering points that need to be taken into account in arriving at a reasonable answer to this question. It concludes “There is thinking, and there are skills. But-are there any thinking skills?”.