Exploring alternative perspectives in educational research

This paper advocates the use ofsocial constructionist perspectives in the development of collaborative educational research studies. The perspectives described were developed during our project work in Canada on “Curriculum and Context in the Use of Computers for Classroom Learning” (Ontario Ministry of Education Grant, 1989–1993). The paper explores the interrelated epistemological and ethical implications of such perspectives. These include the requirement that participants be treated as sense-making agents in the construction of the social reality, and the recognition of inequities in the production and distribution of knowledge. Social scientists must recognize their own roles within the structures of power and prestige which condition educational research, and design research strategies which take them into account. An example of the difficulties encountered in applying an alternative model of research is related, and some lingering ethical dilemmas are raised.     

Student finance, information and decision making

Since the recent changes in the system of student finance in England, studies focusing on the impact of increased debt and the effect of the bursary system have concluded that the chances of achieving stated policy objectives in relation to widening and increasing levels of participation have been reduced. This study considers the full financial package rather than particular elements, using survey data collected soon after students are expected to apply to university. The study finds that many students do not take into account the ‘financial package’ when making decisions on whether to apply and which university to apply to. They appear to be just as ignorant of grants and loans as bursaries; a large proportion of students with a perceived family income that would have entitled them to a full or partial maintenance grant did not consider themselves eligible (42 and 53% respectively). Students seem to have got the message that going to university is costly and will leave them in debt, but in many cases they do not have the information on what may moderate the costs for them. It will only be possible for policy to work if support can be provided that effectively influences the decision heuristics of students.     

The Diversity and Dynamics of Competition: Evidence from two local schooling markets

The policy of encouraging schools to compete has been justified on the basis of raising measured levels of attainment and widening choice. In this paper we review the basis for this policy, utilising the economic analysis of markets with a small number of providers. We note that in such markets, typical of local schooling markets, increased competition may generate diverse market behaviour and identify factors likely to produce rivalry and co-operation. We then present evidence of two apparently similar local schooling markets that exhibit very different levels and types of competition. We show how an assessment of the intensity of competition in a local schooling market depends on the particular indicators chosen. We review alternative interpretations for these differences in the nature of competition and relate to recent policy initiatives.     

A labour of love: a note on Sturzebecker's atlas

Russell L. Sturzebecker, Photo‐Atlas of Athletic‐Cultural Archaeological Cities in the Greco‐Roman World (published by the author, 1985). Pp.528. $97.     

A martyr for modernity: Qiu Jin -- feminist warrior, and revolutionary

Qui Jin, at one level, was an oriental twentieth-century Judith, the mythical Jewish widow from Bethulia who cut off the head of Holofernes, the Assyrian general besieging the city, thus saving the Israelites from destruction. Qui Jin was, as Judith was, a self-reliant heroine who when others seemed 'helpless and demoralized undertook to save them single-handedly', or in her case virtually single-handedly. This, of course, was both her making and her unmaking. In Chinese terms the story of Qui Jin, like the story of Judith if less famous, less publicised, more recent, is the story of an icon at once central and at the same time marginal to tradition. She contradicted the most cherished customs on Confucian Chinese culture. She was a radical force who thrust her way to the centre of the concentric circles of customs surrounding this culture and was pushed back to the margins by conservatism. Nevertheless Qui Jin was not without success. She challenged a long-established mythology of exclusively masterful patriarchy - and created a counter myth of purposeful patriotic feminism. She was a counter-cultural icon who changed perceptions of Chinese femininity. She gave courage, confidence and purpose to those women who came after her and absorbed her ambitions for modern Chinese womanhood. For them she was a modern national heroine and a personification of a modern nation of equal men and women. For Qui Jin the body was an instrument of female revolution to be trained, strengthened and prepared for confrontation. As a revolutionary militant she was a failure; as a revolutionary talisman she was a success. For the Chinese women of the 1911 Revolution hers was an exemplary emancipatory story: subscribe, struggle, sacrifice. Patriotism through feminism is the purpose. Her heroism was firmly outside the historic patriarchal order. Her adulation is thus all the more remarkable because of the profound traditions she rejected, the controversial mannerisms she adopted, the uncompromising attitudes she embraced. She eschewed motherhood, abandoned marriage, dismissed femininity, and yet won acclaim in the most traditional of cultures. Qui Jin was hardly a cynosure of universal acclaim but she was admired, respected and emulated by radical Chinese women and men seeking a new society accommodating women. Her modern feminism struggled to overcome an ancient patriarchy. Here was her appeal. She exuded no moral ambiguity. Consequently, if she was demonized by the conventional; she was deified by the radical - and inspired them as the contemplated and attempted to construct the future. There is a point, of course, that should not be overlooked. Qui Jin, in fact, is not divorced from occidental culture and political iconography. Qui Jin is closely associated with the attitudes, aspirations and fantasies of modern Western feminism. As Margarita Stocker observes, a 'romantic heroine, angry feminist, radical, activist is one example of a pervasive figure', in modern Western cultural mythology 'a figure we may sum up as the Woman with a Gun'. Force, that potent means to power, is available to the gun user irrespective of age of sex, with a resulting 'crucial alteration in the sexual politics of violence'. The Woman with a Gun can now be emphatically heroic - without duplicity, without deceitfulness, without subterfuge. Moral ambiguity in action has been abandoned. She becomes an unambiguous potent force - an armed woman faces an armed man on equal terms - physically, psychologically, morally. Equality offers the legal right and responsibility to kill in the name of patriotism. Modern culture has just caught up with Qui Jin.