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Bourdieu did not write anything explicitly about education policy. Despite this neglect, we agree with van Zanten that his theoretical concepts and methodological approaches can contribute to researching and understanding education policy in the context of globalisation and the economising of it. In applying Bourdieu’s theory and methodology to research in education policy, we focus on developing his work to understand what we call ‘cross‐field effects’ and for exploring the emergence of a ‘global education policy field’. These concepts are derived from some of our recent research concerning globalisation and mediatisation of education policy. The paper considers three separate issues. The first deals with Bourdieu’s primary ‘thinking tools’, namely practice, habitus, capitals and fields and their application to policy studies. The second and third sections consider two additions to Bourdieu’s thinking tools, as a way to reconceptualise the functioning of policy if considered as a social field. More specifically, the second section develops an argument around cross‐field effects, as a way to group together, research and describe policy effects. The third section develops an argument about an emergent global education policy field, and considers ways that such a field affects national education policy fields. 相似文献
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In order to pilot a shift towards greater use of collaborative learning in our higher education programs, the University of Hong Kong has invested in the development of a prototype technology-enhanced collaborative learning space. The space was created by retrofitting a vacant studio, turning it into an innovative classroom space in which collaborative learning is promoted and facilitated both through the provision of technology and by the physical layout of the room. We have used the space to pioneer collaborative learning both by holding professional development workshops for faculty in the room and also by helping academic staff to run experimental courses in the learning space. The opportunity to offer professional development and support for academic staff in this environment is particularly valuable as it ensures they do not simply deliver traditional didactic lectures in a space designed to promote interactive student learning and engagement. By using the space as a ‘student’ they are able to consider how they may use collaborative learning environments with their students. This paper describes use of the room for professional development of academic staff and also provides two examples of the use and evaluation of the room by faculty who used the room to teach experimental classes. 相似文献
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Performance indicators as conceptual technologies 总被引:1,自引:0,他引:1
This paper posits that performance indicators (PIs)are conceptual technologies that shape what issuesacademics think about and how academics think aboutthose issues by embedding normative assumptions intothe selection and structure of those indicators.Exploring the assumptions embedded in Alberta's(Canada) PIs yields an initial typology of assumptionsthat academics can apply to performance indicators inhigher education to understand, refine or criticallychallenge their introduction. 相似文献
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Lessons from the past: Lessons for the future 总被引:2,自引:0,他引:2
Bob Bessant 《The Australian Educational Researcher》1996,23(1):17-30
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Dr. Leslie J. Davison David Burr Jean C. Eberlein Daniel J. Fuchs Lupita Saucedo Bob H. Steffen 《TechTrends》2000,44(4):11-15
It is fitting that the teachers of tomorrow are provided with the correct modeling of technology in their first education class. To separate technology from education is both impossible and foolish. The sooner college students are exposed to the latest forms of technology, the more equipped they will be to integrate these tools into their teaching strategies for the benefit of future learners. 相似文献
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Bob Boissy Jayne Marks T. Scott Plutchak Caitlin Trasande Peter Jaszi Michael Remington 《期刊图书馆员》2016,70(1-4):44-54
The expert speakers from the publishing, librarian, and vendor communities regrouped at the end of the Society for Scholarly Publishing–NASIG Joint Meeting to answer questions or elaborate on information they presented earlier during the meeting. 相似文献