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Research in Special Needs Education: Objectivity or Ideology? 总被引:1,自引:0,他引:1
Social science, including research into special educational needs, purports to be objective, and much of special needs research falls into the empirical-analytic paradigm which regards human affairs as containing measurable, law-like qualities to be identified and manipulated. It is argued, however, that this may be a flawed assumption and that all researchers need to be aware of the potentially political nature of their position. The sources, for instance, of a physical disability need to be located, not in the physical problem per se , but within the way society seeks to deal with it. Although researchers may like to view themselves as impartial seekers of the truth, it is suggested that research techniques themselves emerge from a theoretical position which reflects their beliefs, values and dispositions towards the world. They also gain, directly or indirectly, from the research process in terms of kudos or academic recognition. A tentative alternative paradigm is presented which attempts to challenge the 'normalisation' approach to teaching those designated as having special needs. 相似文献
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Pam Nilan 《Gender and education》2000,12(1):53-68
In this article the author aims to problematise the discourse of masculinity in the co-educational classroom. Moving strategically sideways to focus on boys rather than girls, it is argued that 'masculinity' is not a fixed essence but a shifting gendered social identity. Although mass culture generally assumes there is a fixed, true masculinity, not all boys and men take up the same kind of masculinity, nor do they experience 'maleness' in the same way. Social class and subcultures (as well as other inflections of identity not discussed in this article) profoundly affect the presentation and representation of masculine identities. Moreover, masculinity as a particular configuration of gender is constituted in relation to local contexts within the meritocratic discourse of schooling. The ethnographic data in this article, which focuses on boys relating to girls in the classroom, show how varied the contexts of gender production can be even within the same roughly parallel configurations of task and location. It is concluded that masculinity is above all a social identity accomplishment. 相似文献
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[1]2009年7月22日穿越地球上人口最稠密地区的日全食或许会成为观看人数最多的日全食。在日全食进入中国前,印度中部、尼泊尔部分地区、孟加拉国、不丹和缅甸的人们会发现他们的白天变成了漆黑一片。 相似文献
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Pam Watson 《Higher Education》2009,58(3):419-438
The supra-national level has become increasingly important in educational policy formulation. This paper describes and compares
two settings in which growth in these supra-national policies is evident—in Europe and in Africa. Key themes arising in policy
documents in each context are examined. A distinction is drawn in analysis between themes classified as ‘global means’, such
as qualification frameworks and quality assurance mechanisms, which are becoming international norms and which show close
similarity across contexts, and regional goals or ‘themes’ in supra-national policy. The paper argues that although there
are apparent similarities between the policy goals espoused in ‘regional themes’, context plays an important part in understanding
the meanings of these policy goals. In closer analysis, there are differences both in the underlying problems which the policy
goals are intended to address, and in the prioritisation given to these goals. This finding is examined in the light of debates
regarding policy convergence, specifically drawing on Vaira’s (2004) framework for institutional analysis. 相似文献
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Erin E. Carroll Christopher H. Skinner Daniel F. McCleary Briana Hautau von Mizener Stacy L. Bliss 《Psychology in the schools》2009,46(7):627-635
Articles published between 2000 and 2008 in four major school psychology journals—School Psychology Review, Journal of School Psychology, Psychology in the Schools, and School Psychology Quarterly—were classified based on type (empirical or narrative) and on the primary and secondary authors' affiliations. Results showed that more than 90% of the primary and secondary authors were university affiliated with little difference across article type. Although more than 85% of school psychologists are practitioners, these results suggest that their contributions to these school psychology journals are limited because they account for less than 10% of the authors of articles. Discussion focuses on practitioners' involvement in the research base that is intended to inform their professional behaviors. © 2009 Wiley Periodicals, Inc. 相似文献