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Despite a long-standing concern within the sociology of education for ameliorating educational inequality, the challenge of improving educational opportunities for disadvantaged students remains deeply entrenched. While ‘macro’ issues such as segregation and systemic inequalities in school funding and access to qualified teachers must be addressed as matters of social and educational justice, Basil Bernstein's novel focus on ‘relations within’ education as the site of pedagogic discourse offers teachers and those working inside school systems a particularly powerful vision for promoting more equitable outcomes for students. This paper examines this assertion through a case study of the ‘mixed’ pedagogical practice of a successful teacher in a fifth-grade urban classroom in the United States.  相似文献   

3.
The ‘pedagogic discourse’ can describe the power relations and fields of influence within schools. This article extends the approach to include ICT-mediated learning in schools by considering evidence from the InterActive project, undertaken by the University of Bristol, England, in 2000–04. The article also considers how the pedagogic discourse can complement post-Vygotskian sociocultural models of learning. ICT is presented as a ‘recontextualising field’ that exerts influence by weakening the classification and framing of the discourse. Successful uses of ICT tend to favour ‘invisible’ pedagogies: collaborative modes of active working with shared competences, in lessons containing elements of ‘discovery’. Tensions can arise if the dominant discourse is a ‘visible’ pedagogy that favours individual performance, with the teacher as the voice of authority and controller of the discourse. These tensions can lead to ICT being marginalised or discredited by teachers or lead to new modalities of pedagogy.  相似文献   

4.
This paper seeks to draw attention to the extent to which liberatory pedagogical intentions can function as part of a technology of surveillance unless, as socially critical educators, we actively work against our own tendency to totalising educational discourse. It notes a number of folkloric traditions in pre‐service teacher education that derive from discursive practices which position students either as inevitably acting out a well‐documented scenario or as ‘victims’ of the dominant technocratic model of teacher education. This paper suggests a way forward for teacher educators through the application of post‐positivist theorising to what has come to be understood as ‘proven’ by past and current educational research. This process is exemplified in the discussion by the application of post‐structuralist deconstructive techniques to avant garde educational text in order to bring forward for scrutiny the binary oppositions in our own ‘transformative’ educational discourse. The implications of ‘advocacy’ research are discussed and a plea made for pedagogy that intervenes in socially critical practices by making problematic our own ‘versions’ of student teacher needs.  相似文献   

5.
The present paper examines male and female teachers’ language practices in relation to ‘censuring’ talk in the primary classroom, in the context of the debate around boys’ ‘underachievement’ and the ‘feminisation’ of primary school culture. Through an analysis of classroom observations with 51 men and women teachers, it looks to see whether gender differences could be found in the ways individual men and women teachers communicated in terms of their ‘censuring’ comments of pupils’ work or behaviour. Secondly, the paper takes issue with the notion that teachers operate within a ‘feminised’ educational culture, by looking at the ways in which teachers’ classroom talk can be seen to be constrained by two contrasting discourses relating to the power relation between teacher and pupil: a ‘traditional’ disciplinarian discourse, and a more ‘progressive’ liberal discourse. Both discourses have complex gendered and class dimensions, challenging the conception of a ‘feminised’ primary school culture.  相似文献   

6.
The paper describes part of a study whose aim was to investigate the relation between modalities of teacher training and modalities of pedagogic practice implemented in the science classroom. The study is focused on primary school context and analyses the evolution of teachers performance in terms of their acquisition of recognition and realisation rules, i.e. coding orientation, to specific scientific learning contexts.Theoretically, the study is based on Bernstein's theory of pedagogic discourse [Bernstein, 1990, Class, codes and control: Volume IV, The structuring of pedagogic discourse. London: Routledge; Bernstein, 2000, Pedagogy, symbolic control and identity—theory, research, critique (rev. ed.). New York: Rowman & Littlefield] which provided the concepts to characterise the modalities of teacher training and of classroom pedagogic practices and to analyse teachers’ evolution in terms of recognition and realisation rules. The sample was made up of four teachers and their four socially heterogeneous school classes. An action–research methodology was followed.The results suggest that the teacher training implemented was favourable to the teachers’ professional development and their competence to lead all children to a high level of scientific development. The efficiency of the training process has to be mostly attributed to the strong classification of the researcher–teachers relation and to the strong framing of evaluation criteria, selection and sequence, together with weak framing of hierarchical rules and pacing.  相似文献   

7.
The past decade has seen a growing political and academic concern with boys' underachievement. Drawing on the case study of a London primary classroom, this article argues that contemporary gendered power relations are more complicated and contradictory than the new orthodoxy that girls are doing better than boys suggests. The girls in this case study took up very varied positions in relation to traditional femininities. Yet, despite widely differentiated practices, all the girls at various times acted in ways which bolstered boys' power at the expense of their own. While peer group discourses constructed girls as harder working, more mature and more socially skilled, still the boys and a significant number of the girls adhered to the view that it is better being a boy. The article concludes that in this particular primary school, girls and boys still learned many of the old lessons of gender relations which work against gender equity.  相似文献   

8.
South African research on young children’s constructions of social identities illuminates the significance of play in the construction of gender identities. However, what remains largely understudied are the children’s construction of sexualities through play. The dominant discourse of ‘childhood innocence’ obscures the variegated understandings of the meanings children attach to sexualities. This paper will explore how some South African boys and girls aged 9–10 years construct themselves as active heterosexual subjects through football talk and play during break-time at school. The paper will demonstrate how the school playground is constructed by the ‘charmer boys’ as a ‘football space’ where they use football performance to impress and charm the ‘cream girls’ who are relegated to the margins as spectators of the football games. However, the paper will also argue that gender power relations are complex and that the position of the ‘creamers’ is infused with power as reflected in the role that they play as assessors of the boys’ performance.  相似文献   

9.
This is one of X commentaries on Wu’s ‘Interpretation, autonomy, and transformation: Chinese pedagogic discourse in a cross-cultural perspective’ (JCS, 43(5), 569-590). It highlights the paper’s demystification of Western pedagogic discourse and recovery of the meaning of Chinese traditional pedagogic discourse as a response to the long-lasting debates on the Chinese–Western/traditional–modern dichotomies seen in China’s modernization. However, the paper overlooks the complexity of Chinese pedagogic discourse: it over-emphasizes the formal or linguistic dimension of pedagogic discourse, and presumes the dichotomy of Chinese–Western discourses and the discontinuity of traditional–modern cultures. After elaborating the ends, substances, methods, and teacher roles found in Chinese pedagogic discourses, this study argues that contemporary pedagogic discourses are essentially inhabited in indigenous traditions, and actively entangled with Western discourse. The meaning of Confucian traditional pedagogy should not (and cannot) be ‘recovered’ from the past, but be ‘found’ in the present.  相似文献   

10.
This article uses a case‐study of boys’ and girls’ block play in 10 Australian early childhood centres to critically appraise current approaches to gender equity in the early childhood curriculum. The case‐study describes how patriarchal gender relations were created and maintained between boys and girls in their block play, how teachers responded to these relationships and how children responded to teacher challenges to their gender relations. The article discusses the ‘failure’ of several strategies used by the teachers to produce changes in children's gender relations and how feminist post‐structuralist reconceptualisations of gender equity work have the potential to produce more effective strategies for teachers wishing to challenge patriarchal gender relations between young children  相似文献   

11.
The present study investigated gender differences in adolescents’ academic motivation and classroom behaviour and gender differences in the extent to which motivation was associated with, and predicted, classroom behaviour. Seven hundred and fifty students (384 boys and 366 girls) aged 11–16 (M age?=?14.0, 1.59 SD) completed a questionnaire examining academic motivation and teachers completed assessments of their classroom behaviour. Girls generally reported higher levels of academic motivation, whilst teacher reports of behaviour were poorer for boys. Interestingly, boys’ reported levels of academic motivation were significantly more closely associated with teacher reports of their classroom behaviour. Furthermore, cognitive aspects of boys’ motivation were better predictors of their classroom behaviour than behavioural aspects. On the other hand, behavioural aspects of girls’ motivation were better predictors of their behaviour. Implications for understanding the relationship between motivation and behaviour among adolescent boys and girls are discussed, in addition to interventions aimed at improving adolescents’ classroom behaviour.  相似文献   

12.
The positioning and movement of the teacher in the classroom are fundamental to the pedagogical process. Specific spaces in the classroom take on certain meanings because of the nature of pedagogic discourse that occurs on the site and the positioning and distance of the site relative to the students and the teaching resources. Spatial pedagogy is realised through the patterns of positioning and the directionality of movement, as well as the intersemiotic correspondences in the use of space with other semiotic resources (e.g. language, gesture and teaching materials). This paper investigates the different types of space in the classroom and their associated meanings. It also discusses an approach for annotating the teacher’s use of space, and the usefulness of visualising this annotation through digital graphical methods. The notion of ‘structured informality’ in the classroom is proposed through data analysis of two teachers conducting similar lessons, but with apparently different pedagogical styles.  相似文献   

13.
A recent project involving Year 3 (seven–eight year‐old) pupils and their teachers revealed that ‘gender matters’ differently to boys and girls, and teachers. The study sought to elicit whether pupils and their teachers felt the gender of a teacher mattered to their experiences of schooling. Pupils were concerned about how effective teachers were in carrying out their professional functions and a teacher's gender was subsumed within this. For these pupils, ‘gender mattered’ in terms of the construction of their own gender identities. In contrast, teachers were aware of and attentive to the gender of pupils in managing and organising classroom interactions. The variety of differing views expressed and positions adopted towards the place of gender in teacher–pupil interactions demonstrates the complexity of developing ‘one size fits all’ approaches to tackling gender equity in the classroom.  相似文献   

14.
This paper sets out to investigate (i) gender differences in whole class classroom interaction with a sample of teachers who were not using interactive whiteboards (IWBs) in their lessons; and (ii) the short‐term and longer term impact of IWB use upon gender differences in classroom interaction. The study focused upon teacher–student interaction at Key Stage 2 in the teaching of literacy and numeracy in English primary schools. As part of the National Literacy and Numeracy Strategies, IWBs have been made widely available as a pedagogic tool for promoting interactive whole class teaching. In order to investigate their impact, the project looked specifically at the interactive styles used by a national sample of primary teachers. Using a computerized observation schedule, 144 lessons were observed over a two‐year period. The findings concur with other research which has found that boys dominate classroom interaction in terms of the frequency of certain discourse moves. The average length of each move did not vary significantly between boys and girls. Frequency dominance was disproportionately stronger in classes with a high percentage of boys in class, and was also stronger in lessons where whiteboards were used. Understanding how interaction varies in the classroom, and how new technology might affect this interaction, has important implications for teachers, researchers and future research priorities.  相似文献   

15.
ABSTRACT

Elementary school teachers are expected to teach reading ‘inclusively’ to children with diverse learning needs. Yet, teachers face challenges in enacting inclusive practices that socially support children while academically engaging and challenging them. The purpose of this study was to examine the opportunities for engagement with reading produced through a teacher’s talk in one ‘inclusive’ fourth grade classroom’. The setting for the study was a pre-K-5 public school located in a high-poverty neighbourhood of a northeast city of the United States. This study combined ethnographic methods and D/discourse analysis to explore classroom talk about reading through a sociocultural lens. Findings indicated that the teacher’s talk, which was largely shaped by dominant cultural Discourses circulating through policy, curriculum and the school environment, sometimes promoted an ableist ideology through its focus on each individual’s independent development of ‘strength’ as a reader. Moments when ableist language about reading dominated during the Reading Workshop seemed to limit the possibilities for students’ participation in reading and ideas of what counted as successful reading. The findings suggest the need to engage K-12 students, teachers, and teacher candidates in critical conversations about issues related to reading and learning such as strength, struggle, purposes for reading, and assessment.  相似文献   

16.
Cultural theorists have illuminated how photographic images contribute to autobiographical remembering and identity formation. This has new significance given that digital photography now allows personal images to circulate rapidly amongst peer groups. Taking these insights into classroom contexts, this paper draws on recent case-study data to explore a teacher’s use of digital photography to provide ‘feedback’ to pupils. Critiquing dominant psychological understandings of classroom assessment for their lack of recognition of power relations, it takes up post-structuralist theories of discourse, embodiment and affect to consider how these digital photographs became ‘sticky’ with memories of peer derision, ‘mortifying’ pupils and marking them as ‘other’ in ways that were intensified through later display to the class. Thus, rather than providing benign support for learning, the circulation of these images as part of feedback processes in this classroom context seems to have functioned as a powerful technology of individualization and normalization.  相似文献   

17.
This paper explores issues of critical literacy, gender justice and masculinity through ‘Mr A’s’ story. Mr A is head of English at ‘Grange College’ – an all boys’ school in a large urban centre in Queensland (Australia). The paper highlights how the privileging of rationality, control and ‘the masculine’ within Mr A’s ‘teaching‐as‐usual’ discourse constrains his efforts to pursue gender justice through critical literacy. While Mr A scaffolds his students’ critical analysis of gender and power in texts, his investments in teacher/student binary relations draw rigid boundaries between himself and his students in ways that delegitimise the terrain beyond the rational and ignore a theorising of the self. Drawing on Mr A’s story within Davies’ theorising about the possibilities of critical literacy, this paper adds to key work in arguing the importance of teachers’ interrogating their classrooms as lived texts where the relations of domination and power that derail the social justice possibilities of critical literacy can be made both recognisable and revisable. Such interrogation is foregrounded here as particularly urgent within the current moment where rationalist discourses within and beyond schools are increasingly working to circumscribe and constrain teacher practice in ways that stifle transformative social agendas.  相似文献   

18.
As educators who teach courses that examine social power, we often struggle with a specific form of resistance in the equity-oriented classroom: “That's just [the author]'s opinion.” This “opinion discourse” emerges when students study scholarship that unsettles dominant knowledge claims and methods or when students are themselves asked to situate their knowledge. The opinion discourse could easily be read as simply an example of the lack of critical thinking skills among students. However, we believe that opinion discourse is more than a facile response to new ideas. We want to take opinion discourse seriously. We argue that opinion functions as a discursive project of resistance in the context of the equity-oriented classroom by solidifying inequitable power relations between the knower and that which is known. Our goals are twofold: to explicate how the opinion discourse functions as a specific legitimization of existing power relations and to unsettle the discursive authority that opinion offers.  相似文献   

19.
Situated within the critical pedagogic scholarship that deals with the issue of ‘teacher immediacy’, this study proposes an understanding of the practice of pedagogy through the metaphor of ‘companionship’. A friendly individual but not a friend, the instructor is seen here as someone who can connect to college-age students without any visible effort and someone who makes explicit use of the power dynamics in a classroom to foster academic excellence. The companion model is first compared to other pedagogical models that are conceptualized through metaphors (e.g. in loco parentis, ‘teacher-as-entertainer’) and is then evaluated in terms of its potential weaknesses.  相似文献   

20.
The participation of girls and boys in teacher‐led classroom conversations in Norway was examined across four grade levels (first, third, sixth and ninth). Boys participated more across all grade levels. The difference in girls’ and boys’ participation was least in the first grade and greatest in the ninth grade. A greater proportion of the girls’ utterances was initiated by the teacher allocating turns. The boys had more overlapping utterances with the teacher and contributed more comments that were not invited by the teacher. The difference in girls’ and boys’ participation was less in a classroom with a female rather than a male teacher. Boys made many uninvited comments in classrooms with male teachers. The discussion draws attention to relationships between conversation participation and learning, between participation and influence, and between participation and developing skills to take the floor in public.  相似文献   

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