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Recent widening participation policies have been subject to a number of criticisms; they focus on aspirations rather than differences in performance; they place less value on the aspirations of the ‘disadvantaged’ comparing them to a middle class norm; they subordinate what was a radical agenda to the demands of the economy and so constrain the available options to young people. Using data from young people who have taken part in Aimhigher initiatives in the South West of England and from teachers who have organised Aimhigher events, this paper will examine to what extent these features of policy are evidenced in the attitudes and aspirations of these pupils. It will argue that the data shows little evidence of pupils positioning themselves as inferior, that young people display instrumental attitudes to education, but that these attitudes relate to policy discourse and practice in complex ways. 相似文献
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Robert F. Carey Lynne E. F. McKechnie Pamela J. McKenzie 《Library & information science research》2001,23(4)
The discursive viewpoint adopted by many researchers who study everyday life information seeking allows for a shift in focus away from the individual as a unit of analysis toward a more general understanding of the broader cultural conditions within which individuals operate. However, the data employed by such researchers often consist of the testimony or observed actions of individuals. This paradox provides a point from which to reflect on the process of gaining access or entry to everyday life information seekers as research participants. This article presents the authors’ reflections on their experiences of conducting separate library and information science studies of three diverse populations: pregnant women, members of a self-help support group, and preschool children. The article’s premise is that theory and research practice are intertwined and that attending to issues of gaining access is essential for the development of both. Access is an emergent process dependent on the characteristics of the researcher, the participants, and the research context. 相似文献
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Jim Jones Deputy Headmaster 《School Leadership & Management》2013,33(2):131-134
Solihull's development of delegated budgets began in 1981. The experiences of schools and Centre led to the acceptance by Council in 1987 of a scheme for general implementation. The detailed scheme is included in an Appendix to the article, together with examples of vital financial management systems. In his article, the Director of Education explores the effects of delegation of the budget, and with it, the decision‐making process. The school heads’ role gains the natural extension of facility to implement management decisions, but what of the role of the Centre? 相似文献